scholarly journals Integrated STEM-Based Projects to Inspire K-12 Students to Pursue Undergraduate Degree Programs in Electrical and Computer Engineering

2020 ◽  
Author(s):  
Qing Zheng ◽  
Ramakrishnan Sundaram
Keyword(s):  
Degree Programs ◽  
Computer Engineering ◽  
Integrated Stem ◽  
K 12

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals Work in Progress – The Development of a K-12 Integrated STEM Observation Protocol

2020 ◽  
Author(s):  
Gillian Roehrig ◽  
Elizabeth Ring-Whalen ◽  
Jeanna Wieselmann ◽  
Emily Dare ◽  
Joshua Ellis
Keyword(s):  
Work In Progress ◽  
Integrated Stem ◽  
Observation Protocol ◽  
K 12

scholarly journals Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

2021 ◽  
Vol 16 (23) ◽  
pp. 171-201
Author(s):  
Ronald F. DeMara ◽  
Tian Tian ◽  
Wendy Howard
Keyword(s):  
Student Perceptions ◽  
Mixed Mode ◽  
Controlled Study ◽  
Degree Programs ◽  
Computer Engineering ◽  
Online Delivery ◽  
Face To Face ◽  
Undergraduate Instruction ◽  
Hands On ◽  
Delivery Strategies

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.

Intersections of Integrated STEM and Socio-Scientific Issues

2021 ◽  
pp. 256-278
Author(s):  
Gillian Roehrig ◽  
Khomson Keratithamkul ◽  
Benny Mart R. Hiwatig
Keyword(s):  
Engineering Design ◽  
Poverty Reduction ◽  
Policy Documents ◽  
Social Thinking ◽  
Integrated Stem ◽  
Stem Instruction ◽  
Stem Literacy ◽  
Stem Workforce ◽  
Primary Focus ◽  
K 12

Current policy documents across the world call for changes in K-12 science teaching to use integrated STEM strategies to provide a more authentic learning environment for students. Though the importance of integrated STEM education is established through national and international policy documents, there remains disagreement on focus, models, and effective approaches for integrated STEM instruction. A primary focus of STEM policies is addressing STEM workforce issues. However, other important foci for global STEM initiatives are more equitable education, poverty reduction, and increased STEM literacy and awareness. This chapter critiques current implementations of STEM as focused only on technical aspects of engineering design which will not meet any of the goals of integrated STEM. Rather, the authors propose that integration of SSI into STEM lessons will promote the social thinking necessary in engineering design and enhance work toward achieving not only STEM workforce preparation, but also increased STEM literacy and equity within STEM.

Sign in / Sign up

Export Citation Format

Share Document