Abstract
The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.
Highlights
On April 7th, 2017 the National Science Foundation-funded Breaking the Boundaries in STEM Education conference was held at Loyola Marymount University (LMU) in Los Angeles, California (NSF grant #1644470)
Discipline-Based Education Research (DBER) is fundamentally interdisciplinary in nature as it builds on Education, Cognitive Psychology, and various STEM disciplines (SoTL is often more disciplinary, based on an instructor’s own teaching)
Discipline-Based Education Research (DBER) integrates the disciplinary knowledge and practices employed by scientists and engineers with research on human learning and cognition to address the needs of STEM education
Summary
On April 7th, 2017 the National Science Foundation-funded Breaking the Boundaries in STEM Education conference (referred to as Breaking Boundaries throughout this paper) was held at Loyola Marymount University (LMU) in Los Angeles, California (NSF grant #1644470). The conference brought together approximately 100 faculty members from the Southern California region interested in transforming classroom practice with Discipline-Based Education Research (DBER) and through the Scholarship of Teaching and Learning (SoTL), with a particular focus on equity, problem-solving, and computing – all pressing issues in STEM education. This special issue of J-STEM is dedicated to presenting results from the conference. DBER is fundamentally interdisciplinary in nature as it builds on Education, Cognitive Psychology, and various STEM disciplines (SoTL is often more disciplinary, based on an instructor’s own teaching). What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM?
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