DIGITALTRANSFORMING PHYSICS CURRICULUM TO PROMOTE INTENTIONAL LEARNING PATHS FOR STEM STUDENTS USING ENTREPRENEURIAL MINDSET AND VALUE CREATION
Worcester Polytechnic Institute (UNITED STATES)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Page: 9527 (abstract only)
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.2460
Publication year: 2023
Page: 9527 (abstract only)
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.2460
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
Dates: 13-15 November, 2023
Location: Seville, Spain
Abstract:
With the new emerging technologies, advances in existing technology, and applications of existing technology to new areas, training a flexible, diverse, and knowledgeable pool of students is critical for the 22nd century STEM fields. The integration of the Entrepreneurial Mindset Project-based learning and Value Creation as a tool in teaching Physics and other STEM disciplines bridges the fundamental physics and engineering concepts to the global critical needs and better prepares students to successfully contribute to the global challenges in the STEM fields.In this talk, I will present an innovative educational approach that uses the Entrepreneurial Mindset Learning (EML) and Value Creation (VC) frameworks to develop modules for Physics Curriculum. Through this approach students are empowered to innovate with impact through their physics project, become engaged in their learning, and invested in their community and the people within it. This innovative educational approach has been implemented in the academic years 2022-2023 and 2023-2024 at Worcester Polytechnic Institute in the Introductory Physics with Calculus (Mechanics and Electricity and Magnetism) classes. I will present concrete EML and VC activities, and show how implementing them in the curriculum can lead to meaningful engagement of STEM students with physics and engineering concepts.
Our preliminary results show that bridging the EML and VC frameworks is:
(1) key to the student education in this fast-developing technological era where innovation with impact is critical, and
(2) serves as a vehicle for both equity and inclusion as students through their projects become more engaged in their learning and invested in their community.
We believe that this innovative educational approach will shift the teaching and learning of Physics and will contribute to improving the skills of students necessary for the 22nd century STEM fields.