Restricted Research - Award List, Note/Discussion Page
Fiscal Year: 2023
1966 The University of Texas at El Paso (143854)
Principal Investigator: Gutierrez-Jurado,Hugo Alberto
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 48,045
Exceeds $250,000 (Is it flagged?): No
Start and End Dates: 7/1/22 - 6/30/25
Restricted Research: YES
Academic Discipline: Earth, Environ & Resource Sci
Department, Center, School, or Institute: Earth, Environ & Resource Sci
Title of Contract, Award, or Gift: A Course Scaffold for Integrating Science and Culture: Exploring Faculty Adaptations Across Disciplines and Institutions
Name of Granting or Contracting Agency/Entity:
SOUTHERN ILLINOIS UNIV EDWARDSVILLE
CFDA Link: NSF
47.076
Program Title:
Education and Human Resources
CFDA Linked: Education and Human Resources
Note:
A growing body of research indicates that when humanistic perspectives are integrated into STEM education, student learning outcomes are improved. This Level 1 Engaged Student Learning project would add to this evidence base by developing and testing a curriculum framework to support undergraduate faculty to achieve effective, engaging integrative courses in environmental sciences, geosciences, and agricultural biology. Southern Illinois University Edwardsville, Colorado State University, and the University of Texas at El Paso will partner in a three-year project to design, iteratively test, and refine three new undergraduate courses that use the “STEM Futures” framework, which was the conceptual foundation for the NSF-funded design-studio workshop, “The Future Substance of STEM Education: Learning in the 21st Century,” held in October 2020. The PIs for this Level 1 IUSE project participated in the design workshop and have come together as a team to further STEM Futures through research and development. The STEM Futures curriculum framework is distinguished by its integration of three knowledge domains: foundational knowledge, humanistic knowledge, and meta-knowledge. The framework’s original authors have proposed, based on an extensive review of learning frameworks, that these three domains represent the kinds of knowledge important for education and career success in the 21st century. During the STEM Futures design workshop our team used the framework to create a course scaffold and exemplar course materials for an integrative course entitled “The History and Future of Water.” In this new project we will further develop and implement that course, as well as extend the curriculum framework to create new courses in environmental sciences and agriculture biology. A historian with expertise in the contributions of women and BIPOC (Black, Indigenous, People of Color) individuals to science will collaborate with the scientists on course design. Mixed-methods research will examine the faculty implementation process and student learning outcomes.
Discussion: No discussion notes