5. Contents of STEM Manual
• Meeting the Needs of the STEM Learner
a) Learning needs assessment
• Facilitating Instruction using Ice Breakers
a) Evaluating ice breakers within chosen curriculum
• Using Action Theory in a STEM Lesson
a) Generating learning activities using action theory
b) Exercise in defining objectives and goals using Blooms
taxonomy
• Stimulating the Learner thru UDL Principles
a) Engagement
b) Presentation
c) Demonstration
6. Contents of STEM Manual
• Reinforcing the STEM Learning Sequence
a) Comparisons of current learning versus STEM sequence
• Evaluating motivation in STEM
a) Using motivational techniques
b) Application of motivational techniques within a lab, audio
visual presentation or off-site scenario
• Self-Assessing STEM Lesson Plans
a) Generating a self-evaluation report
9. Next Steps & Questions
21st Century
Competence
(digital learning)
Building Career
Paths
Support Economic
Innovation
10. References
• National Science Foundation. (2011). Women, Minorities, and
Persons with Disabilities in Science and Engineering: 2011 NSF
11-309. Arlington, VA: Author. Retrieved from
http://www.eric.ed.gov/PDFS/ED516940.pdf
• Peterson, K (2014). UDOT’s STEM Education Initiative.
Retrieved from: http://blog.udot.utah.gov/2014/01/udots-stem-
education-initiative/
•
Editor's Notes
Motivating students within STEM related fields is both a current and dynamic topic within 21st century education. STEM refers to science, technology, engineering and mathematical fields of study. Equally important, advances in technology and the availability of technology within the classroom enables instructors to enhance both core curriculum in these fields, as well as, within program specializations. Therefore, the primary focus will be on how and why to motivate students within STEM related fields.
To begin, the following slides will summarize the project and the Adult Education (AE) learning theories applied within the proposed STEM trainers manual. Next, a detailed outline of the proposed STEM trainers manual, and lastly, a discussion on how this project impacts adult education. In conclusion: I will propose next steps and take questions.
A training manual to be used by STEM trainees. A STEM trainee would be any trainer or instructor that plans to teach STEM instructors how to motivate students within science and math-based curriculum at the post-secondary level of education. The purpose for the training manual is to present action-based learning in both design and evaluation to STEM instructors by enhancing mathematics and science-based curriculum to motivate and retain STEM students.
This encompasses many of the attributes of STEM teaching philosophy, according to the National Science Foundation (NSF), “STEM related courses combine science, technology, engineering, and mathematical subjects that are meant to transform traditional classrooms from teacher-centered instruction into inquiry-based, problem solving, discovery zones where students engage with content to find solutions to problems” (Fioriello, 2010). In motivating students within STEM there are exponential results such as: students applying multi-discipline strategies that are modeled on real-life, the ability to use 21st century skill sets; and the capacity for students to solve problems in a technology-rich environment.
The purpose of this paper is to present action-based learning in both design and evaluation to STEM instructors by enhancing mathematics and science curriculum to motivate and retain STEM students. My approach will be to encompass andragogy principles through Universal Design Approach (UDL). This means inclusive curriculum and instruction whereby planning and presenting will be done in varied formats. The goal is to increase interest and participation within STEM related fields. Additionally, in supporting action-based learning, the lesson plan will include specific examples that instructors can use in order to develop learner-centered objectives and apply active learning activities.
This training manual will include: (a) Meeting the needs of the STEM learner through a learning needs assessment, (b) Facilitating instruction using Ice Breakers, (c) Using Action Theory in a STEM lesson through action-based learning activities and aligning objectives and goals to Blooms Taxonomy, (d) Stimulating the learner thru the three guiding principles of Universal Design Learning (UDL) principles: engagement, presentation and demonstration.
Continued: (d) Reinforcing a STEM Learning Sequence by comparison to a current learning sequence, (e) Evaluating motivation in STEM through motivational techniques and application within a lab, audio visual presentation or off-site scenario, (f) Self-assessing STEM lesson plans through a self-evaluation report.
The training manual contents reflect a sequence of aptitude tests for a STEM trainee that will assist STEM instructors in designing learning events that adapt to the principles of STEM and the companion higher-order learning skills while motivating their students to remain within their math and science programs.
Today, the United States is lacking in progressive participants within STEM related fields such as science, technology, engineering and mathematics. A Nation’s success, security and prosperity are often dependent upon competing in these fields globally. At the same time, STEM degrees offer some of the most versatile and important careers in the modern world. As the graph depicts, our data source from US-BLS Employment Projections submit to 71% of STEM related jobs are within the computing area through 2018. Other areas to note: 16% in traditional engineering compared to another 27% in software engineering.
The purpose of this paper is to present action-based learning in both design and evaluation to STEM instructors by enhancing mathematics and science curriculum to motivate and retain STEM students. In this case, our focus is represented within computing, mathematics and engineering areas. Not to discount the physical and life sciences, as sustainability is often a crucial course addressing a holistic approach that stretches from power to waste to purchasing to education.
The primary premise in using action-based learning will be supported through inclusion and differential learning techniques, action-based learning takes into consideration classroom theory thru “practicing” concept making it an important instructional technique. In other words, in creating high quality instruction and testing, you must provide accurate practice sessions. This can be accomplished by better understanding the end goal or targeted skill. Moreover, ADDIE, Bloom’s Taxonomy (targeting learning activities), and Maslow’s theories are utilized within the instructor’s Motivating Students in STEM manual.
Approval and support will be required to sustain and enhance development of action-based learning principles within STEM related courses for the purposes of motivating and introducing techniques for higher-order learning transfer. The stakeholders for this project are the Dean of STEM curricula, other Academic administrators and Instructors of STEM related courses.
By saying yes to the funding of Motivating Students in Stem, you can help further promote and support a sustainable pursuit of excellence in education. Those elements include: (a) 21st Century competence in digital learning, (b) Building career paths, and (c) support for economic innovation.
