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Articles 1 - 2 of 2
Full-Text Articles in Contemplative Education
Teaching Disciplinary Ways Of Knowing Using Stem In Afnr, Elizabeth E. Ogar, Neil A. Knobloch, Hui-Hui Wang
Teaching Disciplinary Ways Of Knowing Using Stem In Afnr, Elizabeth E. Ogar, Neil A. Knobloch, Hui-Hui Wang
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
This study explores the integration of STEM in Agriculture, Food, and Natural Resources (AFNR) education through a course designed to teach disciplinary ways of knowing such as scientific inquiry, engineering design, mathematical modeling, and agroecosystem thinking. The course prepares upper-level undergraduate and graduate students to design and implement STEM-integrated mini-units in both formal and nonformal settings. Emphasizing interdisciplinary approaches and real-world applications, the course encourages critical thinking and problem-solving in addressing global challenges like food security and sustainability. The outcomes include enhanced pedagogical skills, real-world STEM application, and increased student engagement, preparing learners for careers in STEM-related fields.
Imagining Better: Requiring Trust And Imagination In Formal Engineering Education, Sneha Rathi, Jacqueline Handley
Imagining Better: Requiring Trust And Imagination In Formal Engineering Education, Sneha Rathi, Jacqueline Handley
Journal of Pre-College Engineering Education Research (J-PEER)
Teachers and students bear the brunt of enacting K–12 engineering while having little input into engineering practices or values. In this reflective essay, a high school engineering teacher and an engineering education researcher reflect on a class bridging engineering and social justice. We describe the development of politicized trust with each other and students while partnering around shared commitments at a predominately Black school (e.g., Vakil et al., 2016). We also explore challenges in decentering conceptions of engineering derived from depoliticized, exclusionary practice. We demonstrate an urgent need to center educators and students from marginalized identities in formal engineering education.