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Perspectives of Pedagogical Change Within a Broadcast STEM Course

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Mathematics Division Technical Session 1

Tagged Division

Mathematics

Page Count

17

Page Numbers

26.1226.1 - 26.1226.17

DOI

10.18260/p.24563

Permanent URL

https://peer.asee.org/24563

Download Count

64

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Paper Authors

biography

Angela Minichiello Utah State University Orcid 16x16 orcid.org/0000-0002-4545-9355

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Angela Minichiello is a Principal Lecturer and doctoral candidate in the Department of Engineering Education at Utah State University (USU). She instructs undergraduate engineering courses via distance delivery methods to students at the USU regional campuses. Angela is a registered professional mechanical engineer with 15 years experience as a practicing engineer. She earned a BSME degree from the U.S. Military Academy at West Point, a MSME degree from the Georgia Institute of Technology, and is currently pursuing a PhD in Engineering Education at USU. She is Principal Investigator for Online Learning Forums for Improved Engineering Student Outcomes in Calculus, a research project funded by the NSF TUES program. Her research interests include engineering student learning, distance engineering education, and alternative pathways to engineering education.

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biography

Ted Campbell Utah State University

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Ted Campbell is a Lecturer in the Department of Mathematics and Statistics at Utah State University (USU). He teaches undergraduate mathematics and statistics courses via synchronous broadcast to students at the USU regional campuses. Ted has a bachelor’s degree in materials engineering from the University of Alabama at Birmingham and a master’s degree in mathematics from Montana State University. During the 2013-2014 and 2014-2015 academic years he taught Calculus I and Calculus II classes for Online Learning Forums for Improved Engineering Student Outcomes in Calculus, a research project funded by the NSF TUES program. Ted has been teaching math for over eighteen years.

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Jim Dorward Utah State University

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Jim Dorward is a Professor of Education specializing in Program Evaluation, Research Methods, and Mathematics Education. His collaborations have produced the National Library of Virtual Manipulatives, the National Center for Engineering and Technology Education, an evaluation capacity building project for the Math and Science Partnership program, and the Instructional Architect service software for the National STEM Digital Library.

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biography

Sherry Marx Utah State University

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Sherry Marx, PhD, is a professor of qualitative research methodologies, ESL education, and multicultural education.

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Abstract

Perspectives  on  Pedagogical  Innovation  within  a  STEM  Classroom     While  a  critical  need  for  pedagogical  transformation  within  undergraduate  science,  technology,  engineering,  and  mathematics  (STEM)  instruction  is  well  documented  within  the  research  literature,  the  pace  of  change  remains  slow.    Difficulties  associated  with  implementing  and  sustaining  instructional  changes  appear  daunting—  if  not  insurmountable—to  many  STEM  faculty.    Instructional  innovations  proposed  in  the  research  literature  are,  at  best,  only  sporadically  transferred  to  instructional  practice.    Resultantly,  the  course  for  STEM  education  towards  systematic  and  lasting  pedagogical  transformation  remains  largely  uncharted.     To  improve  understanding  of  the  challenges  faced  by  STEM  faculty  who  engage  in  pedagogical  change,  this  paper  presents  a  narrative  account  of  instructional  innovation  occurring  within  undergraduate  engineering  calculus  at  a  mid-­‐size,  western,  public  university.    The  instructional  innovation  requires  first  and  second  year  calculus  students  to  participate  in  an  asynchronous,  online  discussion  forum  for  graded  course  credit.    The  case  narrative  is  told  from  the  situated  perspectives  of  three  faculty  members  involved  in  the  change:  a  mathematics  educator  implementing  the  online  pedagogical  innovation  within  his  course,  an  engineering  faculty  peer  mentor  assisting  with  the  implementation  of  the  forum  within  the  course,  and  a  STEM  education  faculty  member  and  administrator  who  is  observing  the  process  of  change.         We  situate  this  qualitative  study  within  the  interpretive  theoretical  perspective  with  an  understanding  that  people  experience  the  world  uniquely  and,  therefore,  differently.      We  use  narrative  analysis  of  the  three  participants’  reflections  to  provide  insights  into  the  multi-­‐faceted  ways  in  which  STEM  faculty  may  experience  barriers  to  enacting  pedagogical  change.    Lastly,  we  use  our  analysis  to  provide  recommendations  for  promoting  grass-­‐roots  pedagogical  change  within  STEM  undergraduate  education.      

Minichiello, A., & Campbell, T., & Dorward, J., & Marx, S. (2015, June), Perspectives of Pedagogical Change Within a Broadcast STEM Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24563

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