Exploring Transdisciplinary Approaches to STEM Teaching and Learning

探索 STEM 教学的跨学科方法

基本信息

  • 批准号:
    2141287
  • 负责人:
  • 金额:
    $ 29.91万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-01-01 至 2024-12-31
  • 项目状态:
    已结题

项目摘要

This project aims to serve the national interest by improving teaching practices in areas of integrated STEM. As STEM industries move and grow rapidly into integrated and transdisciplinary arenas, disciplinary knowledge will only partially fulfill workforce needs until higher education provides a transdisciplinary alternative. This project responds to and directly addresses the recommendations of the National Academies of Science, Engineering, and Medicine. Their recent report on integrated learning in higher education calls for the “professional development of faculty who are capable of teaching integrative [transdisciplinary] courses”. The participating faculty in this project will take part in a year-long training program. Participating faculty will become better equipped to train undergraduate students with the critical 21st Century STEM skills, including those at the human-technology interface. The training program’s approach draws on a recent framework on Transdisciplinary Epistemic Practices (TEPs) that helps transdisciplinary researchers and educators justify, evaluate, and legitimize knowledge claims about their work. The TEP framework is a powerful explorative tool for understanding, explaining, and modeling effective learning practices. Through applying this framework to their own transdisciplinary undergraduate courses, and developing a modified version of it and associated rubrics, specifically for higher education, participating faculty will become more adept at supporting and assessing student learning. Overall, this project will provide educational development for ten faculty members, who will in turn teach over 2,000 undergraduate students from non-traditional STEM backgrounds, and help develop a more general model for further faculty development. The primary intellectual goal of the project is to validate a novel conceptual approach to teaching integrated STEM fields-- a new transdisciplinary epistemic framework. The project aims to achieve this through the creation of a novel professional development model that is grounded in the Scholarship of Teaching and Learning, within the context of a Faculty Learning Community, and evaluated through phenomenological methods. The project aims to bring together established tools to address new integrated learning needs in higher education, and address the following two research questions: 1) How can TEPs provide a conceptual framework for faculty development in a higher education art and design context? 2) How can faculty use this conceptual framework to design and execute transdisciplinary STEM learning opportunities for all students? The project’s broader impacts include the potential validation of a novel model for broadening participation in STEM, targeting students with a strong interest in non-STEM disciplines such as art, design, or architecture. The hypothesis being that transdisciplinary STEM courses with components that are recognizable or familiar to students with a strong interest in art, design or architecture, will be more equitable, accessible and engaging to them, since they are more aligned with the students’ learning identities than traditional STEM courses. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
该项目旨在通过改进综合STEM领域的教学实践来服务于国家利益。随着STEM行业向综合和跨学科领域转移和快速发展,在高等教育提供跨学科选择之前,学科知识只能部分满足劳动力需求。该项目响应并直接回应了美国国家科学院、工程院和医学会的建议。他们最近发布的一份关于高等教育中综合学习的报告呼吁“培养有能力教授综合[跨学科]课程的教师的专业发展”。参与该项目的教职员工将参加为期一年的培训计划。参与培训的教职员工将更有能力培养具有21世纪STEM关键技能的本科生,包括那些在人-技术界面上的本科生。该培训计划的方法借鉴了最近关于跨学科认知实践(TEP)的框架,该框架帮助跨学科研究人员和教育工作者证明、评估和合法化关于他们工作的知识主张。TEP框架是一个强大的探索性工具,用于理解、解释和模拟有效的学习实践。通过将这一框架应用于他们自己的跨学科本科课程,并开发专门针对高等教育的修改版本的该框架和相关的规则,参与的教师将变得更善于支持和评估学生的学习。总体而言,该项目将为10名教师提供教育发展,他们将反过来教授2000多名来自非传统STEM背景的本科生,并帮助开发更普遍的教师进一步发展模式。该项目的主要智力目标是验证一种新的概念方法来教授综合STEM领域--一种新的跨学科认知框架。该项目旨在通过创建一种新的专业发展模式来实现这一点,该模式以教学和学习奖学金为基础,在学院学习共同体的背景下,并通过现象学方法进行评估。该项目旨在整合现有的工具,以满足高等教育中新的综合学习需求,并解决以下两个研究问题:1)TEP如何为高等教育艺术和设计背景下的教师发展提供一个概念框架?2)教师如何使用这个概念框架为所有学生设计和执行跨学科STEM学习机会?该项目的更广泛影响包括可能验证一种扩大STEM参与的新模式,目标是对艺术、设计或建筑等非STEM学科有浓厚兴趣的学生。假设跨学科的STEM课程的内容对对艺术、设计或建筑有浓厚兴趣的学生来说是可识别或熟悉的,对他们来说更公平、更容易获得和更有吸引力,因为它们比传统的STEM课程更符合学生的学习身份。NSF IUSE:EHR计划支持研究和开发项目,以提高所有学生的STEM教育的有效性。通过参与的学生学习路径,该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命,并通过使用基金会的智力优势和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(0)
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会议论文数量(0)
专利数量(0)

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Mark Rosin其他文献

Nonlinear growth of firehose and mirror fluctuations in astrophysical plasmas.
天体物理等离子体中消防水带的非线性增长和镜像涨落。
  • DOI:
  • 发表时间:
    2007
  • 期刊:
  • 影响因子:
    8.6
  • 作者:
    A. Schekochihin;S. Cowley;R. Kulsrud;Mark Rosin;T. Heinemann
  • 通讯作者:
    T. Heinemann

Mark Rosin的其他文献

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{{ truncateString('Mark Rosin', 18)}}的其他基金

Research and Development on Understanding STEM Identity Using Live Cultural Experiences
利用现场文化体验理解 STEM 身份的研究与开发
  • 批准号:
    1612719
  • 财政年份:
    2017
  • 资助金额:
    $ 29.91万
  • 项目类别:
    Standard Grant
Science at music festivals (Guerilla Science Camp)
音乐节上的科学(游击科学营)
  • 批准号:
    ST/G502663/1
  • 财政年份:
    2009
  • 资助金额:
    $ 29.91万
  • 项目类别:
    Research Grant

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