STEM-Mia (“my STEM”) is a National Science Foundation funded project that provides scholarships and supports to academically talented, low-income STEM students at MDC InterAmerican Campus. Over a five-year period, the NSF - S-STEM funds will support 45 MDC students with scholarships and wrap around services toward preparing them for Science, Technology, Mathematics and Engineering (STEM) careers, which are in high-demand and critical to building a competitive workforce that will help grow America’s economy. The grant project will target two primary populations – biology and computer science majors.
This presentation will discuss the impact of embedding faculty mentoring, discipline immersions, self-analysis, financial support, toward fostering and shaping student perceptions of their personal agency and empowering them to achieve their STEM-related academic and professional goals by helping them connect with the sources of their STEM self-efficacy and identity. What we are accomplishing in MDC serves as a model for two-year colleges seeking to incorporate curricular changes focused on success and retention in biology and computer science majors for populations who are underrepresented in STEM fields in general.
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Integration of Biology, Mathematics and Computing in the Classroom Through the Creation and Repeated Use of Transdisciplinary Modules
The integration of biology with mathematics and computer science mandates the training of students capable of comfortably navigating among these fields. We address this formidable pedagogical challenge with the creation of transdisciplinary modules that guide students toward solving realistic problems with methods from different disciplines. Knowledge is gradually integrated as the same topic is revisited in biology, mathematics, and computer science courses. We illustrate this process with a module on the homeostasis and dynamic regulation of red blood cell production, which was first implemented in an introductory biology course and will be revisited in the mathematics and computer science curricula.
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- Award ID(s):
- 1761945
- PAR ID:
- 10296002
- Date Published:
- Journal Name:
- PRIMUS
- ISSN:
- 1051-1970
- Page Range / eLocation ID:
- 1 to 19
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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In this presentation, the research team discussed teachers' facilitation of argumentation in teaching computer programming (or coding) and how it related to their epistemic beliefs about mathematics and science. The preliminary results showed that teachers engaged their students in both justificatory and inquiry arguments when teaching coding. This was not the case with respect to mathematics and science, in which teachers described engaging students either in justificatory or inquiry argumentation exclusively. The team proposes that these siloed uses of argumentation in mathematics and science relate to the teachers' epistemic beliefs about the disciplines, and their use of argumentation in coding builds on and goes beyond their experiences with argumentation in teaching mathematics and science.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/10511970.2020.1861140
