CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Applying Computer Science in Biology: A Model for Incorporating Interdisciplinary Pedagogical Approaches through ePortfolio in the First Year Experience at LaGuardia Community College
Tác giả
Xu N.; Keller C.; Ye Y.
Năm xuất bản
2019
Source title
2019 9th IEEE Integrated STEM Education Conference, ISEC 2019
Số trích dẫn
1
DOI
10.1109/ISECon.2019.8882038
Liên kết
Tóm tắt
This paper describes the use of ePortfolio as a platform for an interdisciplinary, collaborative course project for First Year Seminar (FYS) students in an Engineering and Computer Science FYS class, and in a Liberal Arts: Math and Science FYS class. This project was designed to enrich the integrative research experience of new-to-college students at LaGuardia Community College, and to engage them in hands-on inquiry and problem-solving practice, with a broader goal of increasing the retention rate in STEM majors by introducing students to the interdisciplinary nature of modern science and encouraging them to think of their future career paths in the same context. The major task in the project was to compare RNA sequences using computer programs, in order to facilitate the study of blood cancer. Throughout the project, students in both classes applied mathematical skills to perform algorithm analysis on a biological problem and were exposed to the application and basis of relevant technology in Computer Science. Collaborative work was conducted using ePortfolio as an online course platform which hosted all student work and allowed remote communication and collaboration to happen between two classes in different majors. Based on survey feedback, students were impressed by how they could contribute to the task using basic math and computer skills, and interest in continuing their STEM education was expressed unanimously. © 2019 IEEE.
Từ khóa
ePortfolio; first year experience; interdisciplinary learning; STEM education
Tài liệu tham khảo
Goldrick-Rab S., Challenges and opportunities for improving community college student success, Review of Educational Research, 80, 3, pp. 437-469, (2010); Schnell C.A., Doetkott C.D., First year seminars produce long-term impact, Journal of College Student Retention: Research, Theory & Practice, 4, 4, pp. 377-391, (2003); Jamelske E., Measuring the impact of a university first-year experience program on student GPA and retention, Higher Education, 57, 3, pp. 373-391, (2009); Battle T., Chandler L., Eynon B., Francis A., Radhakrishnan P., Quish E., LaGuardia Community College, CUNY, (2017); Watson C.E., Kuh G.D., Rhodes T., Light T.P., Chen H.L., EPortfolios-The eleventh high impact practice, International Journal of EPortfolio, 6, 2, pp. 65-69, (2016); Kuh G.D., Gambino L.M., Bresciani Ludvik M., O'Donnell K., Using EPortfolio to Document and Deepen the Impact of HIPs on Learning Dispositions (Occasional Paper 32), (2018); LaGuardia Community College Institutional Profile 2017, (2017); Thiry H., Laursen S.L., Hunter A.B., What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates, Journal of Higher Education, 82, pp. 357-388, (2011); Maisto A.A., Tammi M.W., The effect of a content-based freshman seminar on academic and social integration, Journal of the Freshman Year Experience, 3, 2, pp. 29-47, (1991); Friedman D.B., Alexander J.S., Investigating a first year seminar as an anchor course in learning communities, Journal of the First-Year Experience & Students in Transition, 19, 1, pp. 63-64, (2007); Miller J.E., Groccia J.E., Miller M.S., Student-assisted Teaching: A Guide to Faculty-student Teamwork, pp. xv-xix, (2001); Noonan M., McGowan C.B., Sakakeeny M.W., Veletzos M., Foundations for STEM success: Implementing national best practices in a liberal arts college setting, American Society of Engineering Education 2016 Annual Conference, (2016); Lansiquot R.D., Blake R.A., Liou-Mark J., Dreyfuss A.E., Interdisciplinary problem-solving to advance STEM success for all students, Peer Review, 13, 3, (2011); Peacock S., Murray S., Kelly J., Scott A., The transformative role of ePortfolios: Feedback in healthcare learning, International Journal of EPortfolio, 1, 1, pp. 33-48, (2011); O'Keeffe M., Donnelly R., Exploration of eportfolios for adding value and deepening student learning in contemporary higher education, International Journal of EPortfolio, 3, 1, pp. 1-11, (2013); Karsten K., Coddington D.M., Lehman R.M., Pierce C., Tom M., Gallo-Silver L., Facilitating interprofessional collaboration through eportfolio: A pilot study, International Journal of EPortfolio, 5, 2, pp. 181-188, (2015); Parkes K.A., Dredger K.S., Hicks D., EPortfolio as a measure of reflective practice, International Journal of EPortfolio, 3, 2, pp. 99-115, (2013); Toven-Lindsey B., Levis-Fitzgerald M., Barber P.H., Hasson T., Increasing persistence in undergraduate science majors: A model for institutional support of underrepresented students, CBE Life Sciences Education, 14, (2015); Li J., Kent D.G., Chen E., Green A.R., Mouse models of myeloproliferative neoplasms: JAK of all grades, Disease Models & Mechanisms, 4, 3, pp. 311-317, (2011); Morin-Poulard I., Vincent A., Crozatier M., The Drosophila JAK-STAT pathway in blood cell formation and immunity, JAK-STAT, 2, 3, (2013); Staerk J., Constantinescu S.N., The JAK-STAT pathway and hematopoietic stem cells from the JAK2 V617F perspective, JAK-STAT, 1, 3, pp. 184-190, (2012); Foley G., Reflections on interdisciplinarity and teaching chemical engineering on an interdisciplinary degree programme in biotechnology, Education for Chemical Engineers, 14, pp. 35-42, (2016); MacKinnon P.J., Hine D., Barnard R.T., Interdisciplinary science research and education, Higher Education Research & Development, 32, 3, pp. 407-419, (2013); Woods C., Researching and developing interdisciplinary teaching: Towards a conceptual framework for classroom communication, Higher Education, 54, 6, pp. 853-866, (2007); Rogers M., Pfaff T., Hamilton J., Erkan A., Using sustainability themes and multidisciplinary approaches to enhance STEM education, International Journal of Sustainability in Higher Education, 16, 4, pp. 523-536, (2015); Spelt E.J., Biemans H.J., Tobi H., Luning P.A., Mulder M., Teaching and learning in interdisciplinary higher education: A systematic review, Educational Psychology Review, 21, 4, (2009); Bryant L.R., Rust D.Z., Fox-Horton J., Johnson A.D., EPortfolios and interdisciplinary adult degree programs, International Journal of EPortfolio, 7, 2, pp. 129-138, (2017); Kam R., Tang S.K., Lee L., The impact of technology-supported and triangulated writing tasks on a pilot interdisciplinary undergraduate subject for construction disciplines, Computers and Composition, 40, pp. 131-150, (2016); Wells R., Baumann S., Graybill E., Truscott S., Crenshaw M., Crimmins D., Assessing the feasibility and acceptability of eportfolios in an inclusive, graduate-level interdisciplinary training program, International Journal of EPortfolio, 8, 2, pp. 91-101, (2018); Alberts I., Keller C., Using ePortfolio to foster interdisciplinary thinking and effective pedagogical practice across class boundaries, International Research Journal of Curriculum and Pedagogy, 2, 1, pp. 6-24, (2016); Lansiquot R.D., Interdisciplinary Pedagogy for STEM: A Collaborative Case Study, (2016); Goonewardene A., Offutt C., Whitling J., Woodhouse D., An interdisciplinary approach to success for underrepresented students in STEM, Journal of College Science Teaching, (2016); Koch F.D., Dirsch-Weigand A., Awolin M., Pinkelman R.J., Hampe M.J., Motivating first year university students by interdisciplinary study projects, European Journal of Engineering Education, 42, 1, pp. 17-31, (2016)
Nơi xuất bản
Institute of Electrical and Electronics Engineers Inc.
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus