Presentation Title

Building STEM identities through Project-Based Learning in Online Classes in Higher Education

Location

Dogwood

Start

1-16-2018 3:40 PM

End

1-16-2018 4:45 PM

Short Description

Research in the science, technology, engineering and mathematics (STEM) disciplines show that active learning, especially through project-based learning (PBL) is important in developing students’ identities. When students develop science, mathematics or engineering identities, whether in K-12 or in higher education, it is argued that they will be drawn to STEM fields of study, and then to STEM careers. This workshop will explore how a STEM identity can be developed through an online PBL-activity, in a mathematics course in higher education.

Abstract

Learning and agency or a sense of identity are closely intertwined. Lave and Wenger (1991), viewed both concepts as the same phenomenon. According to Aguirre, Ingram and Martin (2013), agency is our identity in action; it is what we present to the world. Major and Kirin (2017) investigated the process of developing engineering identities through PBL in a live class. PBL learning activities entail collaborative learning, collective decision-making, teambuilding, and group projects. A knowledge of developing student identities in PBL activities will enable “practitioners to craft classroom experiences that directly influence student identity development”. Understanding how students build these identities is also important in attracting and retaining students in STEM disciplines. The presenters believe these findings are also applicable to online STEM courses, as students engage in PBL activities and develop their identities.

In this workshop, we will present a brief overview of the concept of developing student identities in STEM disciplines and the process by which this may take place in a project-based learning activity in an online mathematics course. The workshop will be in line with the Conference theme as it focuses on enhancing distance learning in group settings and is intended for teachers and educators in K-12 and higher education.

Then the participants will be asked to form groups (4-5 per group) and collaborate on a 8-10 minute activity: “Building a bridge with common materials”. The participants will be asked to document the process by which they establish roles in working collaboratively, what they felt more confident about and what less so. We will also observe the groups as they work on their project. Both the group inputs and our observations will be used in the closing discussion where we try and identify some of the elements of developing student identities as they engage in this short PBL.

Format

Concurrent Session

Institutional level targeted

K-12

Moderator

Sandra Trotman, NSU

This document is currently not available here.

Share

COinS
 
Jan 16th, 3:40 PM Jan 16th, 4:45 PM

Building STEM identities through Project-Based Learning in Online Classes in Higher Education

Dogwood

Learning and agency or a sense of identity are closely intertwined. Lave and Wenger (1991), viewed both concepts as the same phenomenon. According to Aguirre, Ingram and Martin (2013), agency is our identity in action; it is what we present to the world. Major and Kirin (2017) investigated the process of developing engineering identities through PBL in a live class. PBL learning activities entail collaborative learning, collective decision-making, teambuilding, and group projects. A knowledge of developing student identities in PBL activities will enable “practitioners to craft classroom experiences that directly influence student identity development”. Understanding how students build these identities is also important in attracting and retaining students in STEM disciplines. The presenters believe these findings are also applicable to online STEM courses, as students engage in PBL activities and develop their identities.

In this workshop, we will present a brief overview of the concept of developing student identities in STEM disciplines and the process by which this may take place in a project-based learning activity in an online mathematics course. The workshop will be in line with the Conference theme as it focuses on enhancing distance learning in group settings and is intended for teachers and educators in K-12 and higher education.

Then the participants will be asked to form groups (4-5 per group) and collaborate on a 8-10 minute activity: “Building a bridge with common materials”. The participants will be asked to document the process by which they establish roles in working collaboratively, what they felt more confident about and what less so. We will also observe the groups as they work on their project. Both the group inputs and our observations will be used in the closing discussion where we try and identify some of the elements of developing student identities as they engage in this short PBL.