Effective teaching, whether online or in-person, requires instructors to treat students as whole people, value their experiences, and create an inclusive environment where learners feel respected, supported, and capable of learning. In this episode, we explore socially embedded learning, emphasizing that learning is not just an individual cognitive process but a deeply social and emotional experience. Dr. Streveler suggests strategies to build meaningful learning connections in online learning environments.

Bio:
Dr. Ruth A. Streveler is Professor Emerita in the School of Engineering Education at Purdue University. Dr. Streveler has been the Principle Investigator or co-Principle Investigator of ten grants funded by the US National Science Foundation. She was JEE Associate Editor for the Journal of Engineering Education (JEE), has published articles in the JEE and the International Journal of Engineering Education, and contributed two chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty on four continents. Dr. Streveler’s primary research interests are investigating students’ understanding of difficult concepts in engineering science and helping engineering faculty conduct rigorous research in engineering education.

As technology continues to advance, professionals in engineering, science, and other disciplines must develop computational skills to address complex problems, analyze data, and create innovative solutions. In this episode, Dr. Alejandra Magana emphasizes the need for a systematic approach to integrating computational methods into engineering and STEM education with a focus on student-centered, supportive teaching. She also introduces her new book, Learning through Computation, Modeling, and Simulation Practices in STEM. Additionally, Dr. Magana provides actionable strategies for practitioners to incorporate into their educational practices.

Bio:
Dr. Alejandra J. Magana is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor in the School of Engineering Education at Purdue University. Dr. Magana holds a B.E. in Information Systems and an M.S. in Technology, both from Tec de Monterrey, and an M.S. in Educational Technology and a Ph.D. in Engineering Education, both from Purdue University. Her research program investigates how model-based cognition in Science, Technology, Engineering, and Mathematics (STEM) can be better supported by means of expert tools and disciplinary practices such as data science computation, modeling, and simulation. In 2015, Dr. Magana received the National Science Foundation’s Faculty Early Career Development (CAREER) Award for investigating modeling and simulation practices in undergraduate engineering education. In 2016, she was conferred the status of Purdue Faculty Scholar for being on an accelerated path toward academic research distinction, and in 2022, she was inducted into the Purdue University Teaching Academy, recognizing her excellence in teaching.

References:
Teaching and Learning in STEM with Computation, Modeling, and Simulation Practices

Active participation in scientific practice through engagement in meaningful learning experiences provides opportunities for students to develop a conceptual understanding of complex topics. To make learning effective, teachers need to have a roadmap for ways to support their students in the learning process. The Full Option Science System (FOSS) curriculum is a research-based and classroom tested methodology that provides guidance and materials for engaging students in scientific and engineering practices. In this episode, Jessica Penchos will talk to us about the core principles of the FOSS curriculum, how it addresses students’ engagement, motivation, and learning, and ways that teachers can effectively integrate this approach into their classrooms.

Bio:
Jessica Penchos is the Associate Director of the Full Option Science System (FOSS) Project at the Lawrence Hall of Science at University of California, Berkeley. She is an experienced curriculum developer and was a lead author for the FOSS Next Generation Edition (2018) for grades 6-8 and a contributing author for FOSS Pathways Edition (2024) modules for grades TK-5. Her contributions focus on implementing research-based pedagogical practices and developing NGSS-aligned science instructional materials and assessment items centered around equitable access for all learners. Before joining FOSS, Jessica taught 8th grade science in Boston Public Schools and served as a teacher leader in the district. Jessica has an undergraduate degree with honors from Dartmouth College in Cognitive Science and a master’s degree in education from Harvard Graduate School of Education where she focused on cognitive frameworks for curriculum, evaluation of educational programs, and technology for students with disabilities.