June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.360.1 - 26.360.5
Collaborative Research: Center for Mobile Hands-on STEMRemarkable progress has been made in the development and implementation of hands-onlearning in STEM education. The mantra of See One, Do One, Teach One overly simplifies theidea but does provide a helpful structure to understand how many engineering educators areattempting to change the learning experience of our students. Until recently, this effort has beenfaced with a major limitation. While we can easily incorporate traditional paper and pencil andnumerical analysis, synthesis, and simulation in our classrooms, the remaining key aspect ofdoing the job of an engineer – experimentation – has only been included through the use ofexpensive and limited-access lab facilities. Small, low-cost Mobile Hands-On STEM (MHOS)learning platforms (e.g., myDAQ, Analog Discovery, and Circuit Gear Mini) provide almostunlimited opportunities to solve this remaining problem in engineering courses. Pedagogy basedon these tools has been implemented and studied in several institutions in the US and in othercountries, impacting thousands of students each year. In all cases in which hands-on learning hasbeen studied, the pedagogy has been successfully implemented, even in traditionally theory-onlybased courses, with more engaged students and instructors. Although the initial assessments ofthis new approach to STEM education argue for broad application, the definitive case for itsadoption has yet to be documented so that all STEM educators can fully appreciate its merit.The Center for Mobile Hands-On STEM is pursuing activities that support the following goals: • gather strong evidence of the effectiveness of Mobile Hands-On STEM (MHOS) pedagogy on student learning • develop an effective and pro-active dissemination strategy for the entire STEM educational community.To achieve these goals, we have recently focused on: • creating and implementing new standardized assessment tools that measure student learning, especially through the development of new experimentally focused concept inventories, as well as measure ease of adoption by instructors. • identifying implementation barriers for wide-spread adoption and how these might be overcome by applying the business start-up methodology of the NSF I-Corps program, working with faculty who have recently received funding to implement the mobile pedagogy, and holding focus groups among different constituencies.Both of these general areas of activity represent works-in-progress. In the former we areinvestigating formulations of concepts and possible learning and assessment activities andcollecting data on their effectiveness and feedback from faculty interested in MOHS pedagogy.For the latter, we have had a group of our colleagues go through I-Corps training as part of apilot program to determine whether the I-Corps model could be used to expand the impact ofeducational research. In addition, strong collaborative relationships have been developed withnew groups who are aggressively implementing similar pedagogy throughout all of theirengineering programs. Progress and problems will be presented in this paper.
Connor, K. A., & Meehan, K., & Ferri, B. H., & Walter, D. J., & Astatke, Y. (2015, June), Collaborative Research: Center for Mobile Hands-on STEM Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23699
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