Enhancing Diversity in STEM Interdisciplinary Learning
Enhancing Diversity in STEM Interdisciplinary Learning
复制标题
增强 STEM 跨学科学习的多样性
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Liou
中科院分区：
文献类型：
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作者：
R. Blake;J. Liou
传统上，科学、技术、工程和数学 (STEM) 学科在吸引、保留和毕业可接受数量的代表性不足的少数群体 (URM) 方面一直很不成功。需要一种新的 STEM 实践范式来解决这个棘手的问题。本章重点介绍 STEM 教育的一种新颖的跨学科方法。学生不会被各自的 STEM 学科所孤立和深陷，而是将现实世界中基于探究的学习融为一体，这种学习以坚实的数学基础和无数其他 STEM 活动支柱为基础。这些活动包括同伴协助学习研讨会、指导计划、本科生研究经验、STEM 接触之旅、会议参与和同伴领导力。该战略通过有目的地连接和整合跨 STEM 学科的知识和技能来解决现实世界的问题，跨学科边界综合和转移知识，并以与其经验相关但具有变革性的方式培养批判性思维技能，从而加强 URM 中的 STEM 教育。组织背景 纽约城市理工学院 (City Tech) 是纽约城市大学的一所少数族裔服务机构和指定技术学院，目前提供应用数学、化学技术、计算机信息系统、计算机科学、电信和各种工程技术领域的 STEM 学士学位和副学士学位课程。虽然它是联邦政府指定的西班牙裔服务机构 (HSI)，但在 15,000 多名学生中，31.7% 的学生认为自己是西班牙裔，34.0% 是黑人（非西班牙裔），18.5% 是亚裔/太平洋岛民，11.0% 是白人，0.5% 是美洲原住民，4.3% 是其他人。百分之六十七 (67%) 是家里第一个上大学的人。百分之五十二 (52%) 的受访者表示美国纽约市立大学 Reginald A. Blake 纽约市理工学院 Janet Liou-Mark 美国纽约市立大学纽约市理工学院
The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative. ORGANIZATION BACKGROUND New York City College of Technology (City Tech) is a minority-serving institution and designated college of technology of the City University of New York, currently offering STEM baccalaureate and associate degree programs in Applied Mathematics, Chemical Technology, Computer Information Systems, Computer Science, Telecommunication and various Engineering Technologies. Although it is a federally designated Hispanic Serving Institution (HSI), of the 15,000 plus student population, 31.7% of students identified themselves as Hispanic, 34.0% as Black (non-Hispanic), 18.5% as Asian/Pacific Islander, 11.0% as White, 0.5% as Native American, and 4.3% as other. Sixty-seven percent (67%) are the first in their families to attend college. Fifty-two percent (52%) reported a Reginald A. Blake New York City College of Technology, City University of New York, USA Janet Liou-Mark New York City College of Technology, City University of New York, USA