Investigating The Extent That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession

Engineers today need both engineering knowledge and social science knowledge to solve complex problems. However, most people have a traditional view of engineering as a field dominated by math and science foci, with little social consequence. This study examined and compared perceptions about engineering from Freshmen taking three different First Year introductory courses. Researchers used data from students’ responses in the Draw-an-Engineer-Test, an engineering problem analysis assessment, and interviews. The Treatment Group were students in an introductory engineering course in which they received instruction using an integrative learning module entitled, the “Water Module”, based on interdisciplinary learning theory. Control Group 1 were students in a “Traditional Engineering” course, and Control Group 2 were students taking a “Non-Engineering” course. Results indicate that students in the Treatment Group developed a better understanding of engineering and its social impact on society versus the two Control Groups. We suggest that integrative and interdisciplinary learning modules are effective for broadening students’ perspectives on engineering and its role in society

Teaching Elementary Mathematics with Educational Robotics

Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs

Reflections on SoTL: A Perspective From the USG SoTL Fellows

The panel consists of five of the inaugural University System of Georgia SoTL Fellows - a new system-wide initiative on the Scholarship of Teaching and Learning. Throughout the course of the fellowship, participants will familiarize themselves with existing scholarly research on teaching and learning, and will be encouraged to develop a long-term SoTL research agenda of their own. The purpose of the program is to foster a community of learners and to provide support while participants design and implement a classroom-based research project. Panel members will share personal experiences that led to the initiation of their SoTL project, provide a general description of the project and its implications for teaching and learning in their discipline and/or across disciplines, as well as the reasons that prompted them to apply for the fellowship

Reflections on SoTL: A Perspective From the USG SoTL Fellows

The panel consists of five of the inaugural University System of Georgia SoTL Fellows - a new system-wide initiative on the Scholarship of Teaching and Learning. Throughout the course of the fellowship, participants will familiarize themselves with existing scholarly research on teaching and learning, and will be encouraged to develop a long-term SoTL research agenda of their own. The purpose of the program is to foster a community of learners and to provide support while participants design and implement a classroom-based research project. Panel members will share personal experiences that led to the initiation of their SoTL project, provide a general description of the project and its implications for teaching and learning in their discipline and/or across disciplines, as well as the reasons that prompted them to apply for the fellowship