Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students
Abstract A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their caree...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Cutright, Teresa J. [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2013 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media New York 2013 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of science education and technology - Springer Netherlands, 1992, 23(2013), 3 vom: 08. Sept., Seite 344-354 |
|---|---|
| Übergeordnetes Werk: |
volume:23 ; year:2013 ; number:3 ; day:08 ; month:09 ; pages:344-354 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10956-013-9467-3 |
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OLC2069229548 |
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Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students |
| abstract |
Abstract A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student’s interest in STEM and their desire to help other people. © Springer Science+Business Media New York 2013 |
| abstractGer |
Abstract A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student’s interest in STEM and their desire to help other people. © Springer Science+Business Media New York 2013 |
| abstract_unstemmed |
Abstract A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student’s interest in STEM and their desire to help other people. © Springer Science+Business Media New York 2013 |
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| title_short |
Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students |
| url |
https://doi.org/10.1007/s10956-013-9467-3 |
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| author2 |
Evans, Edward Brantner, Justin S. |
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Evans, Edward Brantner, Justin S. |
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| doi_str |
10.1007/s10956-013-9467-3 |
| up_date |
2024-07-03T21:30:12.934Z |
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