Abstract

Researchers have established improved methods for undergraduate science and engineering education, yet these efforts often overlook the personal meaning students find in their work. Institutions of higher learning should support the creation of personal meaning along with content mastery, aspects that are both included in arts education. The authors argue that STEM educators must work to overcome student perception that content mastery and personal meaning sit at odds. The authors provide an example of a technical course that achieves these goals as well as evidence that it is possible to foster connection while developing content mastery.

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©2020 ISAST
2020
ISAST

Supplementary data

Clay Slip Stirred (.mp4 45 MB)

An example of student work from the Flow Visualization course. A porcelain clay slip was stirred by a drill powered vane mixer, and videoed at 240 frames per second. Post-processing included mirroring and colorizing. Slip is a thixotropic fluid, exhibiting a peculiarly quick slowing in regions away from the mixer. (© Galen Melchert 2018. Used with permission)

- mp4 file

The Mother Ship (.png 19 MB)

Student work from the Flow Visualization course. Constant-diameter striated flows are observed when a fluorescent non–Newtonian dilatant fluid (oobleck with highlighter fluid) is dripped through a vegetable steamer, illuminated with two black lights. More information: http://www.flowvis.org/2019/10/20/team-second-abhishek-kumar/. (© Abhishek Kumar with Faisal Alsumairi, Blake Chin, Robert Drevno, Matt Knickerbocker, 2019. Used with permission)

- png file

Coffee Up Close (.png 11 MB)

Student work from the Flow Visualization course. Coffee oils suspended in water after brewing, at 40X magnification, showing lipids, caffeine crystals and water solution. (© Max Armstrong with Evan Blake, Robbie Gianella, Byron Pullutasig, and Aaron Zetley, 2019. Used with permission)

- png file