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Engineering and Technology A-214
Phone: (323) 343-4468
Fax: (323) 343-4571
     Email: elipton@calstatela.edu

Research and Consulting Activities

Dr. Lipton maintains several research and consulting interests related to industrial, technology and engineering education, graphic communications, typography and workforce preparation.

Engineering and Technology Faculty Representative, Model Community College Transfer Program for Future mathematics and Science Teachers (Sept., 2010–present)
Funded by the S.D. Bechtel, Jr. Foundation, this three‐year project's goal is the adapting of transfer pathways systemwide (CSU) to dramatically accelerate the production of a diverse pool of new science and math teachers committed to working in our most underserved schools.

K-12 STEM Education Coordinator, IMPACTLA (Improving Minority Partnerships and Access through CISE-related Teaching) LA NSF K-12 Program (Sept., 2010–present)
The IMPACT LA NSF K-12 program partners graduate teaching fellows with middle and high school science and math teachers within the East Los Angeles area. The Cal State L.A. graduate fellows serve as visiting scientists or engineers who work closely with their partner teachers to engage middle and high school students in science and engineering activities related to the fellows' reseearch.
Objectives: The program goals are to enhance STEM (Science, Technology, Engineeringm and Mathematics) curriculum, inform and inspire students about careers in science and engineering, and improve the graduate fellows' ability to communicate their research to a broad audience.

Principal Investigator, National Center for Engineering and Technology Education (NCETE) CSULA Site (Sept., 2008–present); Co-Principal Investigator (Sept., 2004–2008)
This site is part of one of 17 National Science Foundation-funded Centers for Learning and Teaching in the country and the only center addressing engineering and technology education.
Objectives: The infusion of engineering content and design, problem solving and analytical skills into technology education to increase the quality, quantity, and diversity of engineering and technology educators. This will be accomplished by teaming engineering faculty and technology educators in a synergistic approach that involves: 1)
preparing graduate students who will become educational leaders engaged in teacher preparation and professional development projects with the knowledge and skill to integrate engineering into technology education; 2) conducting research in how students learn technological concepts, how students learn creative problem solving, assessment and evaluation strategies, and how best to prepare technology and engineering teachers; and 3) conducting professional development for 9-12 teacher partners based on the testing, adaptation, and adoption of instructional techniques that enhance STEM.

Principal Investigator (Administrative), California State University, Los Angeles Structures, Propulsion and Controls Research Center (URC). (2005–2007)
One of forty centers funded by the National Aeronautic and Space Administration.
Objectives: Develop long-term partnerships among industry, academic, and government to .stimulate highly leveraged industry/university cooperation by focusing on fundamental research recommended by Industrial Advisory.

Co-Principal Investigator, A Report on the Status of Online Programs to Prepare Industrial and Technology Education Teachers (2004)
A Report funded by the California industrial and Technology Education Association for the California Industrial and Technology Education Consortium..
Objective: Determine the extent and nature of teacher training programs that offer course work online.

Member, Technology for All Americans Project Gallup Poll Advisory Committee
(January, 2004–2006)
This ten member advisory commmittee is responsible for providing input which will lead to the development and administration of an national poll by the Gallup Organization to assess the technological literacy of Anerica's citizens.
Objectives: Generate the 2nd ITEA Gallop Poll on Technological Literacy.

Member, Technology for All Americans Phase III Project Standards Team
(June, 2001–2003)
This nine member Standards Team from across the United States has significant responsibility as part of the Technology for All Americans Project (TfAAP), a project of the International Technology Education Association, funded by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA).
Objectives: Development and review of professional development standards for Technological Literacy; contributions to Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (2003), Reston, VA: International Technology Education Association.

Director, The Center for Technology Education, CSULA (February, 1995–June, 2001)
Objectives: Develop, administer, coordinate and undertake funded projects related to Industrial and Technology Education and assist industrial and technology educators in securing funding.
Outcomes: The Center has maintained funding of approximately $200,000–500,000 annually with project emphasis on inservice industrial and technology teacher education and leadership development.

Member, Task Force on Industrial and Technology Education in California (April 1998–June 1999)
Thirty representatives from major California technology industry sectors and education appointed by the California Superintendent of Public Instruction and funded by the California Department of Education.
Objectives: Evaluate the role, scope and delivery of industrial and technology education in California with emphasis on meeting the state’s need for skilled employees and technicians, improving educational programs to meet industry standards and developing/implementing cohesive K through university industrial and technology education programs.
Outcomes included the gathering of related input from education and industry constituencies, data gathering and completion of and report to the California Superintendent of Public Instruction.

Project Director, The Development, Procedures and Contributions of 2+2+2 Articulation Agreements and Programs (July 1993–December 2000)
Funded by the Technical Foundation of America.
Objectives: Gather and analyze data related to the articulated industrial, technology, and vocational education programs (nature, characteristics, procedural issues, strengths, weaknesses, issues, recommendations for success).
Outcomes: Presentations at major conferences and the publication of Models and Variables for Articulated Programs in the United States. Written for those involved in the development, organization, implementation and assessment of articulated programs, this 300=page book examines models and variables of successful articulated programs from throughout the nation. Fourteen authors highlight one or more of the elements/variables necessary for successful articulations which are presented in five sections: (1) Articulation, Models and Implementation; (2) Organization, Planning, Development and Implementation Strategies; (3) Recruitment, Retention and Counseling; (4) Implementation Models; and (5) Articulation and Tech Prep. The book includes examples of actual articulation agreements and other documents related to the development and implementation of articulated programs.

Principal Investigator, Engineering and Technical Training Project (November 1992–November 1995)
A component of the CSU Urban Services Grant (funded by the U.S. Department of Education) coordinated by the Edmund G. (Pat) Brown Institute for Public Affairs at California State University, Los Angeles.
Objectives: Work with the newly established Regional Job Training Center in Compton to evaluate issues related to training of unemployed and underemployed clients in the region. Advise on issues and implement interventions when appropriate. Outcomes included development of employer database and analysis of employment data, development of client referral database, development and delivery of personal employment development workshops.

Board Member, Pasadena Graphic Arts Academy (1989–1997), Lynwood High School Graphic Arts Academy (1995 – 1997), and Belmont High School Graphic Arts Academy (1996–1999)
Objectives: Advise on issues (e.g., curricular, pedagogical, facility, articulation, staffing, promotion, financing) related to the establishment and ongoing operation of each academy.
Outcomes to date: Establishment of the Pasadena Graphic Arts Academy with 2+2+2 articulation and Pasadena City College through a Bachelor of Science degree program at California State University, Los Angeles, including ongoing evaluation and development. Establishment of an Academy at Lynwood High School. Consultation in program implementation at Belmont Graphic Arts Academy.

Consultant, Pasadena Unified School District and the Printing Industries Association of Southern California (September 1993–June 1994)
Objectives: Review data and materials related to current graphic communications curriculum, integration of academic subjects and transition-to-work models.
Outcome: Development of a series of modules, Learning to Work in the Graphic Arts Industry, designed to provide integration of school-based learning in graphic arts/printing, language arts, mathematics and science into a worksite-based transition-to-work unpaid internship program.

Member, Education Committee of the Printing Industries Association of Southern California (1985–2001)
Objectives: Enhance industry relations between industry and education (high schools, colleges, universities), establish liaison with Boards of Education and teachers at local schools that provide programs in graphic communications, advise on educational programs/curricula, equipment, policies, and the placement of graduates.

Principal Investigator, Status of Industrial and Technology Teacher Education in California (June 1992–March 1993)
Sponsored by the California Council of Industrial and Technology Teacher Educators.
Objectives: Gather and analyze data to assess the current and evolving status of Industrial and Technology Teachers Education in the State.
Outcomes:
Dissemination of information through publications, formal presentations, and interaction with appropriate professionals, agencies and professional groups.

Consultant, Montebello Unified School District (May–August 1993)
Objectives: Evaluate issues related to instruction, production and utilization of the graphic arts/printing facility at Montebello High School.
Outcomes: Recommendations to the School District and the document Options for Instructional Use of the Montebello High School Print Shop.

Consultant, Expert Witness (1993)
Objective: Evaluation of evidence (printing materials/equipment) seized in relation to a U.S. Superior Court counterfeiting case.
Outcomes:
Preparation of oral and written reports and testifying in the U.S. Superior Court.

Faculty Coordinator, Design Clinic for the California Museum of Science and Industry (1989–1990)
Objective: Work with a team of senior students to evaluate factors (plant layout, job flow, reporting procedures, ergonomic factors, and health/safety considerations) relating to the printing production needs and procedures of the Museum and its programs.
Outcome:
A report was prepared and submitted with recommendations relating to the above issues.

Review Panel Member, Santa Monica Community College District (1986)
Objective: Serve as Performance/Qualification Panel for the position of Printing Coordinator
Outcome:
ACandidate was successfully selected.