 |
Cross-discipline Integration in Science, Math, Engineering and Technology | |
 |
OverviewThe BCC Model of Cross-Discipline Integration in Science, Math, Engineering, and Technology uses project-based learning activities within thematic projects of widespread interest. Projects are implemented through formal course linking and informal course associations.
Cross-Discipline Projects at Broward Community College
|
Cross-Discipline Projects Quick List
|
Wetlands Project
An interdisciplinary project linking the disciplines of Chemistry, Environmental Science, Biology, Physical Science, Geology, Geographic Information Systems (GIS), and Mathematics.
Central Campus
Initial courses involved: Introduction to Chemistry (CHM 1025 and CHM 1025L), Environmental Science (EVR 1009), General Biology (BSC 1005), Physical Sciences Laboratory (PSC 1191L), Earth and Space Science (PSC 1802 and 1802L), Physical Geology (GLY 1010), Introduction to GIS I (GEO 1141C), MGF 1107 (Mathematics for Liberal Arts II).
Faculty participants: Dr. Precedo-Choudhury (Chemistry), Dr. Payton (Chemistry), Dr. Johnston (Biology), Dr. Finazzo (Environmental Science),
Dr. Bruno (Environmental Science, Physical Science and Earth and Space Science), Dr. Muza (Geology), Professor Dobbs (GIS), Professor Braeseker (Mathematics).
North Campus
Instructional Modules by Discipline
Project Support Links
Space Shuttle Project - Central Campus
The BCC Student Space Shuttle Payload Project aims to introduce the student to the world of integrated science through the direct participation in the design, construction, and operation of a shuttle payload. To-date, BCC has launched one payload aboard the Space Shuttle and flown two aboard the KC-135 aircraft.
An interdisciplinary project linking the disciplines of Astronomy, Physics, Engineering, and Chemistry.
Initial courses involved: Astronomy of the Solar System (AST 1005), PHY 2048 and 2049 (Physics with Calculus I and II), EET 1015C (DC Circuits).
Faculty participants: Professor Rolando Branly, Dr. Eric Ackerman, Dr. Al Payton, Professor Emily Howard, Dr. Steven Obenauf, Dr. Joe Ritter.
Instructional Modules
Web site for First Payload (June 2-12,1988)
Shuttle Project Description
Experiment Design and Conceptualization
Experiment Execution and Data Collection
Project Management and Team Building
Atomic Force Microscopy of DNA and Design Parameters for a Zero-g Operable Unit
Molecular Modeling Project - North Campus
An interdisciplinary project linking courses in Science and Engineering.
Initial courses involved: Physical Sciences Survey (PSC1121); Computer Programming (COP1170,COP1220); Principles of Chemistry for Teachers II (CHM1094)
Faculty participants: Mr. Witkov (Physical Science), Dr. Jones (Computer Science), and Dr. Jeanette Madea (Chemistry).
Software developed in BCC's Molecular Modeling Project
Instructional Modules
Sample Student Project (MS Word97 doc file)
To Ship or Not to Ship Project - Central Campus
An interdisciplinary project linking the disciplines of Biology, Environmental Science, Chemistry, Geology, Business, and Law.
Initial courses involved: General Biology (BSC 1005), Physical Geology (GLY 1010), and General Chemistry (CHM 1040).
Faculty participants: Professor Roig (Biology), Dr. Muza (Geology), Dr. Precedo-Choudhury (Chemistry).
Fern Forest Project - Central Campus
An interdisciplinary project linking the disciplines of Biology, Environmental Science, Physical Science and Mathematics.
Broward County's Fern Forest"
Initial courses involved: General Biology (BSC1005), Environmental Science (EVR1009), Physical Science Survey (PSC1121) and Mathematics for Liberal Arts II (MGF1107).
Faculty participants: Dr. John Baker (Biology), Dr. Barbara Bruno (Environmental Science and Physical Science) and Professor Sondra Braeseker (Mathematics)
Instructional Modules by Discipline
Oceanography Project - Central Campus
An interdisciplinary project linking the disciplines of Geology, Chemistry, Biology, Physics and Mathematics to the Marine Environment.
Initial Courses Involved: Geology (GLY 1010 and 1010L), Oceanography (OCE 1001 and 1001L),
Earth Science (GLY 1000), General Biology (BSC 1005), Zoology (ZOO 2010), Environmental Science (EVR 1009).
Courses Developed: Oceanography (OCE 1001 and 1001L) and (GLY 1000).
Faculty participants: Dr. Jay Muza (Geology and Oceanography), Dr. Gerald Johnston (Biology), Dr. Barbara Bruno (Geology and Physical Science), Dr. Laura Precedo-Choudhury (Chemistry).
Instructional Modules
Cross-Discipline Project Assessment
An assessment tool has been developed using a new approach: "assessment by good practices." The Gordian Knot of project-based learning assessment revolves around the following dilemma. In comparing project-based learning with the traditional lecture format one has a choice of comparison based on the same course topics or different different course topics. If comparison is made based on the same course topics, then one of the main points of project-based learning is lost since project-based learning oftenemphasizes different course topics and skills. If, on the other hand, comparison of teaching methods is made based on different course topics, then the comparison is one of apples versus oranges, i.e., no comparison can be made.
The Gordian Knot of project-based learning assessment is cut by sidestepping the dilemma. Educational research points to the existence of "good practices" which are correlated to student achievement. Comparison between project-based learning and the traditional lecture format is made not on a topical basis but on a practices basis. The reasoning is: if good practices are associated with student success, and if project-based learning implements good practices better or more frequently than the traditional lecture format, then project-based learning should lead to greater student achievement than the traditional lecture format.
Read more about "assessment by good practices" and download a good practices-based assessment tool for project-based learning (MS Word97 doc file).
This material is based upon work supported by the National Science Foundation under Grant No. 9653672. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.