Science and Engineering of Musical Instruments: A Context for Promoting Technical Literacy and Problem Solving Skills by Connecting Science, Technology, Engineering and Mathematics

跨学科（99）这个项目（SEMI-STEM）正在创建“乐器科学与工程”（SEMI）的教学材料，以连接学生在科学，技术，工程和数学（STEM）中的学习。 该项目正在开发和实施一个新生数学科学块课程，使用科学，数学，工程和技术作为理解音乐的手段，特别是乐器的设计。 虽然几十年来一直有课程在理论上将科学，技术，数学和音乐联系起来，但该项目正在增加设计和开发组件，最终导致乐器的建造。 有了这些补充，这当然是被创建为一个大的“块”当然大小在7学分小时。 学习环境是基于探究的。 学生们正在学习使用工程技术以及基础科学来设计，建造和演示乐器。 该课程的开发和教学由一个由物理学家、数学家、工程师、教育家、音乐家和科学教师组成的跨学科团队指导。智力优势：该项目的优点来自于完成该SEMI-STEM课程的一年级本科生的技术素养、解决问题的能力、创造性思维和STEM自我效能的改善。目前正在制定标准，以便通过监测学生成绩，制定协调的数学-科学-工程课程，特别是针对不同人群的课程。这需要修改，开发和测试评估工具，以衡量学生的情感属性和认知技能的变化。同时也在创造一些方法来衡量每个学生先前的知识和误解，以及随着课程的进行而发生的概念变化。 更广泛的影响：该项目正在开发一种将STEM与美术相结合的原型方法，并开发评估工具来判断原型课程的有效性。

Interdisciplinary (99)This project (SEMI-STEM) is creating instructional materials in the "science and engineering of musical instruments" (SEMI) in order to connect student learning in each of: science, technology, engineering, and math (STEM). The project is developing and implementing a freshman math-science block course that uses science, math, engineering, and technology as a means to understand music, particularly the design of musical instruments. Although there have been courses for decades that connect science, technology, math, and music theoretically, this project is adding design and development components that culminate in the building of musical instruments. With these additions, this course is being created as a large "block" course sized at 7-credit hours. The learning context is inquiry-based. Students are learning to use engineering techniques as well as the underlying science to design, construct, and demonstrate musical instruments. The course development and instruction is being guided by an interdisciplinary team consisting of a physicist, mathematician, engineer, educator, musician, and science teacher.Intellectual Merit: The merit of this project rests is derived from improvements that are expected to occur in the technical literacy, problem solving ability, creative thinking, and STEM self-efficacy of first-year undergraduates who complete this SEMI-STEM course. Criteria are being developed for a general approach to developing coordinated math-science-engineering courses, especially for diverse populations, by monitoring student outcomes. This entails modifying, developing, and testing assessment tools to measure changes in students' affective attributes and cognitive skills. Ways are also being created to measure each student's prior knowledge and misconceptions, and subsequent conceptual changes as the course proceeds. Broader Impact: This project is developing a prototype methodology for integrating STEM with the fine arts and developing assessment tools to judge the effectiveness of prototype courses.