Garlock, M. E., & Bhatia, A., & Laffey, E. H. (2017, June), Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28205

\bibitem{asee_peer_28205}
  Garlock, M. E., \& Bhatia, A., \& Laffey, E. H. (2017, June), \emph{Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28205

Maria E. Garlock, Aatish Bhatia, and Evelyn Hanna Laffey.  "Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28205 Internet.  23 Apr, 2024

\bibitem{asee_peer_28205}
  Maria E. Garlock, Aatish Bhatia, and Evelyn Hanna Laffey.
  "Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28205 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_28205
author = "Maria E. Garlock, Aatish Bhatia, and Evelyn Hanna Laffey"
title = "Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28205}
number = {10.18260/1-2--28205}
}

TY  - CPAPER
AB  - STEM education should not be focused solely on producing STEM professionals.  Universities educate students who often transition in to leadership positions in government, education, civic administration, law and business, with significant influence in society.  Thus it is our obligation to graduate students who can question, think, and analyze for themselves, and are scientifically and technically literate.  Recognizing this, most universities require non-STEM students to take at least one STEM class. 

This paper illustrates effective teaching practices of an introductory course on structural engineering – to all majors – with research-based pedagogical techniques. The approach that has been taken to meet the objectives of effective practices, and evaluation is to “predict, experience, reflect” within the context of teaching fundamental physics as applied to engineering design. In this paper the research-based pedagogical techniques of teaching resonance in tall buildings is illustrated.

Evaluation studies show that 90% of students reported moderate to great gain in interest in engineering; 100% reported moderate to great gain in recognizing engineering as a creative profession; 78% reported moderate to great gain in understanding how engineering helps people address real world issues; and, on average, 86% of students reported a moderate to great grain in their civil engineering content knowledge. Furthermore, a large majority of students reported moderate, good, or great learning gains from lecture demonstrations (100%), from the instructional approach taken in the class (95%), and from the hands-on activities (95%). These last 3 results further highlight the efficacy of the active learning pedagogies being developed and implemented in this course. 


AU  - Maria E. Garlock
AU  - Aatish Bhatia
AU  - Evelyn Hanna Laffey
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance
UR  - https://peer.asee.org/28205
DO  - 10.18260/1-2--28205
ER  -