TY - GEN
T1 - A Case Study Exploring Transfer of Pedagogical Philosophy from Music to Engineering
AU - Dalal, Medha
AU - Carberry, Adam
AU - Warmington, Derek
AU - Maxwell, Richard
N1 - Funding Information:
This material is based upon work primarily supported by the National Science Foundation (NSF) under NSF Award Number EEC-1849430. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s), and do not necessarily reflect those of the NSF. The authors acknowledge the support of the entire E4USA team.
PY - 2020/10/21
Y1 - 2020/10/21
N2 - This Research Work in Progress paper presents a case study that demonstrates how a secondary school teacher with a non-STEM background identifies parallels between the engineering design process and music creation to embrace teaching an engineering course for the first time. Multiple interviews and classroom observations were open coded using a two-cycle coding approach to reveal four themes: overcoming imposter syndrome, connections between engineering and music, challenges encountered, and changes in practice. These themes highlight the processes involved in transferring a pedagogical philosophy that can inform future efforts to explore the necessary preconditions for bridging seemingly disparate and unconnected content areas. Further exploration building on these findings will inform efforts to broaden the pool of teachers capable of teaching pre-college engineering classes.
AB - This Research Work in Progress paper presents a case study that demonstrates how a secondary school teacher with a non-STEM background identifies parallels between the engineering design process and music creation to embrace teaching an engineering course for the first time. Multiple interviews and classroom observations were open coded using a two-cycle coding approach to reveal four themes: overcoming imposter syndrome, connections between engineering and music, challenges encountered, and changes in practice. These themes highlight the processes involved in transferring a pedagogical philosophy that can inform future efforts to explore the necessary preconditions for bridging seemingly disparate and unconnected content areas. Further exploration building on these findings will inform efforts to broaden the pool of teachers capable of teaching pre-college engineering classes.
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U2 - 10.1109/FIE44824.2020.9274128
DO - 10.1109/FIE44824.2020.9274128
M3 - Conference contribution
AN - SCOPUS:85098546986
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2020 IEEE Frontiers in Education Conference, FIE 2020
Y2 - 21 October 2020 through 24 October 2020
ER -