June 15, 2019
June 15, 2019
June 19, 2019
NSF Grantees Poster Session
This paper describes the first phase of infusing undergraduate courses in science and engineering with problem-based learning about transportation disruptive technologies. The project represents a collaboration between Benedict College and the University of South Carolina on an NSF Targeted Infusion Project (TIP) funded through the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). The main project goal is to transform the approach for educating students pursuing STEM majors at a local HBCU. It is structured around an implementable set of pedagogical strategies in active learning with an emphasis on problem-based learning for in-the-classroom and outside-the-classroom (i.e. undergraduate research) environments.
This paper focuses on the development and implementation of three problem-based modules in three different courses ranging from first-year introduction to engineering to senior-level software engineering. Modules are created using the Environments for Fostering Effective Critical Thinking (EFFECTs) instructional framework. The paper reveals the benefits and challenges of a new approach to teaching and learning based on instructor and student interviews.
Pierce, C. E., & Comert, G., & Darko, S., & Iyangar, B., & Petrulis, R., & Berk, Z., & Huynh, N. N. (2019, June), Board 124: Infusing STEM Courses with Problem-based Learning About Transportation Disruptive Technologies Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32219
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