Collaborative Research:Transformative Model of STEM Education for First-year Students at an Urban-Commuter Campus

合作研究：城市通勤校园一年级学生 STEM 教育变革模式

• 批准号: 0920447
• 负责人: Andrew Gavrin
• 金额: $ 9.99万
• 依托单位: Indiana University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920447&HistoricalAwards=false
• 关键词: Collaborative; Research; Transformative; Model; STEM

Prior experience with SENCER, an NSF-CCLI dissemination track, shows that the SENCERizing of courses attracts students to STEM fields and cultivates an understanding of science and mathematics. However, SENCER ideals have rarely been applied beyond individual courses and have not been attempted on a campus-wide scale or within Early College programs.This project establishes an academic bridge between high school and college and integrates SENCER civic issues into non-STEM courses. Three institutions are collaborating to implement SENCER pedagogy and build STEM faculty expertise via a SENCER learning community for first-year non-declared majors while simultaneously embedding the STEM-driven civic issue into multiple disciplines across the university via an innovative educational model, Rethinking STEM. Additionally, this project introduces SENCERized courses into an Early College high school program. The thematic course sequence focuses on science inquiry, applied data analysis, service learning, and information literacy within a project-based learning environment. STEM concepts from biology, chemistry, mathematics, public health, and engineering are woven into student writing, speaking, and teamwork assignments. The various linked components of the project can be adopted at multiple levels including into a single course, an Early College program, or a campus-wide integration model, depending on institutional resources. The comprehensive SENCERized model is designed to overcome institutional barriers to STEM reform including disciplinary silos, faculty resistance to novel teaching pedagogies, and constrictions of traditional course scheduling. Through intentional curriculum design, students are better informed, educated, and able to make responsible decisions about pursuing a STEM major.

NSF-CCLI传播轨道SENCER的经验表明，课程的SENCERizing吸引了学生进入STEM领域，培养了他们对科学和数学的理解。然而，SENCER的理念很少被应用到个别课程之外，也没有在全校范围内或在早期大学项目中进行尝试。该项目在高中和大学之间建立了一座学术桥梁，并将SENCER公民问题融入非stem课程。三所大学正在合作实施SENCER教学法，并通过SENCER学习社区为一年级非申报专业建立STEM教师专业知识，同时通过创新的教育模式Rethinking STEM将STEM驱动的公民问题嵌入到整个大学的多个学科中。此外，该项目将sensenized课程引入了一个早期大学高中项目。主题课程序列侧重于科学探究、应用数据分析、服务学习和基于项目的学习环境中的信息素养。来自生物学、化学、数学、公共卫生和工程学的STEM概念被编织到学生的写作、演讲和团队合作作业中。该项目的各个组成部分可以在多个层面上采用，包括单个课程、早期大学项目或校园范围内的整合模式，具体取决于机构资源。综合senerized模型旨在克服STEM改革的制度障碍，包括学科孤岛，教师对新型教学方法的抵制以及传统课程安排的限制。通过有意的课程设计，学生们得到了更好的信息，接受了更好的教育，并能够在选择STEM专业时做出负责任的决定。