SOTL: SPARKING STEM Education: Collective Faculty Self Study

Jennifer Suh, Andrew Gilbert, Padmanabhan Seshaiyer, Sara Birkhead, Sara Kirschner

Session Information

Year: 2018 | Time: 1:00pm-2:30pm | Location: SCHOLARSHIP OF TEACHING & LEARNING (SoTL) LIGHTNING TALK 3 & ROUNDTABLE DISCUSSION: Johnson Center (Room B)

Abstract

Note: This talk is part of a single SoTL session that runs from 1-2:30pm in JC Room B and includes a series of "lightning talks" that are ~5 minutes each followed by a roundtable discussion about the projects and SoTL in general. This is a great session for those interested in learning the outcomes of SoTL efforts, those interested in how to start their own SoTL project, and for experienced researchers who are interested in learning about other approaches and methodologies.

BRIEF SESSION DESCRIPTION:

Using a design based research method, we conducted a collective faculty self study on designing, implementing and revising a STEM integrated course for inservice teachers. We used an integrative design for teaching STEM through three cycles of courses: 2 courses with inservice teachers and 1 course with preservice teachers. As faculty members who teach mathematics and science methods as separate courses, we explored the nature of teaching and learning when we were explicit in our intentional design decisions to integrate STEM into the curriculum. Other faculty can learn how to conduct collaborative faculty self study while working together on a common project. For us, it was designing an integrated course for our students. Our reflective practice through memoing and conferencing each week through planning, enhanced not only our teaching but also contributed to our learning of diverse perspectives and pedagogy.

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FULL ABSTRACT:

Using a design based research method, we conducted a collective faculty self study on designing, implementing and revising a STEM integrated course for inservice teachers. We used an integrative design for teaching STEM through three cycles of courses: 2 courses with inservice teachers and 1 course with preservice teachers. As faculty members who teach mathematics and science methods as separate courses, we explored the nature of teaching and learning when we were explicit in our intentional design decisions to integrate STEM into the curriculum.

Other faculty can learn how to conduct collaborative faculty self study while working together on a common project. For us, it was designing an integrated course for our students. Our reflective practice through memoing and conferencing each week through planning, enhanced not only our teaching but also contributed to our learning of diverse perspectives and pedagogy.

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