Pecha Kucha | Session 05 | 2:55pm - 3:35pm
2:55PM - 3:35PM | Pecha Kucha
Innovative Pedagogy: Improving STEM Students’ Technical Writing Skills Using Team-Based Learning
Shenghua Wu | University of South Alabama
shenghuawu@southalabama.edu
Shenghua Zha | University of South Alabama
shzha@southalabama.edu
Julie M. Estis | University of South Alabama
jestis@southalabama.edu
Xiaojun Li | Fresno State
xli@mail.fresnostate.edu
Strong technical writing skill is critical for the success of students pursing degrees in science, technology, engineering and math
(STEM). Students may be required to take a composition course intended to solidify their writing skill, however, they find it difficult to translate these skills to technical reports writing in an engineering course. Technical writing requires a higher level of observation, critical thinking, and particular knowledge in STEM fields. Students’ frustration with writing difficulties often reduces their interests in the relevant major and subsequently impacts their future career opportunities. This study is to improve STEM students’ technical writing skills using team-based learning (TBL). This presentation will share the updated results of a pilot study conducted on a particular Civil Engineering Materials lab course, and a subsequent study at California State University Fresno. The designed TBL modules and effectiveness results will be discussed, which will be of interests to the STEM community.
Collaborative Academic-Practice Partnership Teaching Interprofessional Collaboration
Margaret L. Nadler | University of South Alabama
mmoore-nadler@southalabama.edu
Donna Copeland | University of South Alabama
dcopeland@southalabama.edu
Healthcare and other sectors are requiring students learn interprofessional collaboration prior to entering the professional field. A teaching and innovative pedagogy designed for Interprofessional Education Collaboration (IPEC) through a collaborative academic- practice partnership with the University of South Alabama (USA) College of Nursing (CON), Pat Capps College of Allied Health, Auburn Harrison School of Pharmacy-Mobile Campus, and USA Family Medicine was developed using a variety of teaching methods. The purpose of the presentation is sharing how building community starts with designing an IPEC course that is progressive with building knowledge, skills, and application of IPEC, TeamSTEPPS, Motivational Interviewing, and Mindfulness in Clinical Practice in four phases. Student learning outcomes are designed to prepare them as a healthcare professional that will influence the healthcare organization to experience fewer patients harmed, reduced healthcare costs, patients reporting satisfaction with healthcare services, as well as healthcare professionals feeling joy with their work.
The F* Word: Failure. Coaching Students to Practice a Growth Mindset Through Challenges
Kristi Clayton | University of South Alabama
kristiclayton@southalabama.edu
Failure—we’ve all experienced it. It's an uncomfortable, yet necessary element to achievement. When we encounter failure, we can approach it with either a "fixed mindset" or a "growth mindset". Psychologist Carol Dweck has found that the mindset model adopted has an undeniable effect on how one leads their life. Wiring our brain to embrace the process of learning versus the desire for approval can have a dramatic effect on success.
As a practitioner, understanding the impact of a growth mindset can be a foundation of transformative pedagogy. Additionally, teaching students to embrace the learning process is a critical factor in their persistence towards degree completion. In this session, we will explore a fixed v. growth mindset and discuss strategies to integrate a growth mindset on a college campus.
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