Proposal Title

STEM 3C’s Framework with Dialectic and Comparative Methods in SoTL

Co-Authors

  1. Lei Zhang , University of Maryland Eastern Shore
  2. Weiwei Zhu , University of Maryland Eastern Shore
  3. Ibibia Dabipi , University of Maryland Eastern Shore

Track

Non-Research Proposal / About SoTL

Proposal Abstract

The session will be interactive and is designed to engage participants by introducing integrative approaches (e.g., the dialectic design theory and comparative analysis methods) that support ways to foster the 3C’s framework using curiosity, connection and the creation of value adapted from the KEEN model with SoTL practices. The session will reveal a direct relationship of the dialectic designs and the comparative methods for undergraduate learning experience supports across disciplines in STEM education to promote SoTL practices. As a result, the study presented specific guidelines for theory building using a systematic approach in STEM practices using educational reasoning and linking relevant application practices to motivate scientific innovation on emerging issues in SoTL practices

Proposal Description

STEM majors are challenged with complex projects through emerging issues based on the field of study. This approach reveals teaching strategies using educational reasoning and linking relevant methods to SoTL practices in the scientific field. These teaching methods were created for undergraduate STEM education to support specific interdisciplinary practices and course objectives. The undergraduate STEM students in majors of engineering and aviation sciences examined methods in interdisciplinary areas to define shared practices for SoTL using the 3C’s framework. The dialectic design theory and comparative analysis methods were used to reinforce the fundamental practices in STEM education for learning development. Henceforth, the methods were integrated as a guide to nurture the mindset and skillset (using the 3C’s framework model) in order to support SoTL practices for assessing evidence-based knowledge of the 3C’s framework. As a result, the implications in this study has been key to defining a ranking criteria (i.e., technical, interpersonal and reflective) using the dialectic and comparative performance analysis. The 3C’s framework was adopted from the KEEN model, which is currently at 24 institutions (including universities and colleges for groundbreaking theory for peer collaboration to transform U.S. engineering education). We had found in our study that both the dialectic design approach and comparative performance analysis are critical to the theoretical development and the 3C’s framework guided specific fundamental practices for STEM education in course learning objectives, which supports SoTL practices. The session will be interactive and identify practice approaches in modeling that promotes SoTL through educational theories and practices.

Session Format

Presentation Session

Location

Room 3- About SoTL

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 12:00 PM Mar 31st, 12:45 PM

STEM 3C’s Framework with Dialectic and Comparative Methods in SoTL

Room 3- About SoTL

The session will be interactive and is designed to engage participants by introducing integrative approaches (e.g., the dialectic design theory and comparative analysis methods) that support ways to foster the 3C’s framework using curiosity, connection and the creation of value adapted from the KEEN model with SoTL practices. The session will reveal a direct relationship of the dialectic designs and the comparative methods for undergraduate learning experience supports across disciplines in STEM education to promote SoTL practices. As a result, the study presented specific guidelines for theory building using a systematic approach in STEM practices using educational reasoning and linking relevant application practices to motivate scientific innovation on emerging issues in SoTL practices