2. UH 18 th Annual Learning and Teaching Conference: 30 th June 2021 Challenges of Teaching STEM subjects By Dr Muhammad Jamro (M.Jamro@herts.ac.uk)M.Jamro@herts.ac.uk School of Physics, Engineering and Computer Science (SPECS) University of Hertfordshire, UK.

3. Outline of todays’ presentation 1.STEM definition: Are there any non-STEM 2.Framework of Integrated STEM 3.Engagement with Leaning Technologists 4.Enhanced CPAD: more AdvanceHE qualification 5.UH has become one of the leading IOT So, we all must think and act as Edu-Tech, Leaning-Tech 2.

4. Challenges of Teaching STEM subjects STEMNon-STEM A - Medicine and DentistryL - Social Studies B - Subjects allied to MedicineM - Law C - Biological SciencesN - Business and Administrative Studies D - Veterinary Sciences, Agriculture and related subjects P - Mass Communication and Documentation F - Physical Sciences Q - Linguistics, Classics and Related Subjects G - Mathematical Sciences R - European Languages, Literature and related subjects H - Engineering T - Eastern, Asiatic, African, American and Australasian Languages, Literature and related subjects I - Computer SciencesV - Historical and Philosophical Studies J - TechnologiesW - Creative Arts and Design K - Architecture, Building and PlanningX - Education Table subject groups JACS 3 Groups A-K refer to as STEM. Each Group is subdivided into subjects (e.g., "physical sciences" is subdivided into 9 areas (e.g., departments) and then into 114 further subjects (e.g., teaching modules). Engineering has 10 areas Technologies has 09 areas https://www.hesa.ac.uk/support/doc umentation/jacs/jacs3-principal https://www.hesa.ac.uk/support/doc umentation/jacs/jacs3-principal Based on JACS ( Joint Academic Coding System) 3. We must stop using term “non-STEM”: I suggest “Applied-STEM” Non-STEM Applied-STEM

5. Challenges of Teaching STEM subjects Conceptual Framework for integrated STEM education Source linklink 4.

6. Community of Practice (Rope) Challenges of Teaching STEM subjects Conceptual Framework for integrated STEM education (Kelley & Knowles, 2016) Source linklink S T M E 5 Robotic Mechanism based on Pully Systems.

7. Community of Practice (Rope) Challenges of Teaching STEM subjects Conceptual Framework for integrated STEM education Source linklink There can be various ways to set pullies to lift a load The Block & Tackle Pulley System S T M E (Kelley & Knowles, 2016) 6.

8. Challenges of Teaching STEM subjects Fully-integrated STEM education! an STEM Degree? There can be several ways to S-T-E-M, but may not be all in one Must avoid thinking of “Eier legende-woll milch sau” Community of Practice (Rope) S T M E Literally English translation egg-laying-wool-milk- pig It’s humorous German term for ‘jack of all trades’ or person capable of handling multiple innovative jobs Image Source LinkLink (Kelley & Knowles, 2016) 7.

9. New Jersey, USA Integrated STEM education Connected subjects, solves the real-world problems Combine some of S-T-E-M into one unit, a class, a project, a programme or as extra curricular activities, etc Fully-Integrated STEM education? Is it possible? How & When? Where? Many thinkers are kicking ideas !!! https://assets.ieee-isec.info/isec21/isec21-program-book.pdf 8. Challenges of Teaching STEM subjects

10. Lets see what's Globally thriving! Are you a Learning Technologist? All STEM people must involve and engage with LTs i.e., if academics won’t tell ‘em, how can they develop tools for LT&A? UK Government has launched IOT (Institutes of Technology). UH is one of leading IoT. No.10 in mapInstitutes of Technology Now, we all must develop Edu-Tech, Leaning-Tech skills and support UH innovation. It’s a challenge ! ASSOCIATION FOR LEARNING TECHNOLOGY : LIST LIST https://www.alt.ac.uk 9. Local Enterprise Partnership Area without an IoT: 1. Cumbria 2. Cambridgeshire & Peterborough 3. Cheshire & Warrington 4. Coast to Capital 5. Coventry & Warwickshire 6. Derby, Derbyshire, Nottingham, Nottinghamshire (D2N2) 7. Dorset 8. Enterprise M3 9. Greater Manchester 10. Hertfordshire 11. Lancashire 12. Leeds City Region 13. Leicester & Leicestershire 14. Liverpool City Region 15. New Anglia 16. Sheffield City Region 17. Solent 18. South East 19. Stoke-on-Trent & Staffordshire 20. Worcestershire Challenges of Teaching STEM subjects

11. Global Learning Landscape 2021: This is Serious for all stockholders Knowledge to Practice (K2P) LearnCube LitLab Metacog Moodle MooKIT Nearpod Parlay Ideas Prezentt Quipper Saba Software Scantron Schoology Schoolzilla Voxy 101test.com 360 Training Age of Learning Altitude Learning Ambi Bisk Blackboard Bloomfire BrightBytes Chalk & Wire ClassDojo ClassIn Classter CogBooks Desire2Learn (D2L) DreamShaper Echo360 EdCast Edmodo Edumetrics Eduqo Everspring EX-IQ FeedbackFruits Firefly Flipick Glynlyon GO1 Google Classroom GoSchool Instructure Intrepid Learning its learning K12 360 Kadenze 10. Challenges of Teaching STEM subjects

12. Active Learning Management Systems (LMS): Thankyou UH choosing Canvas! 11. Challenges of Teaching STEM subjects

13. Challenges of Teaching STEM subjects Professional Development/CPAD in UH and SPECS? (UH-Internal Report, 2021) HEA Fellowship (AdvanceHE) 12. AFHEA FHEA SFHEA PFHEA

14. Centre for STEM Education in UH What this centre do? … Where is that? and how STEM staff can support it?Where is that? School of Education delivers Primary CPD and Secondary CPD Thrives on research and practice across the university Areas such as education, science, technology, engineering, mathematics, astronomy, ecology, computer science and more! STEM staff must develop core case-studies, foundation modules etc to support this centre. 13. Challenges of Teaching STEM subjects Professional Development/CPAD in UH and SPECS?

15. Part-1 University runs several specialised near-STEM and far-STEM programmes for Physics, Astronomy, Science, Engineering, Technology, Mathematics etc. These are mainly MSc programmes 14 Near-STEM route is for those, who extensively used applied mathematics to design/ explain engineering and/or scientific concepts (i.e., physical sciences, e.g., biology, chemistry, etc) Far-STEM route is for first degrees where statistical analysis was a dominant feature of their analytical studies. After completing few modules, students can join near-STEM cohorts.. near STEM and far-STEM programmes in UH

16. Challenges of Teaching STEM subjects Professional Development/CPAD in UH and SPECS? Part-1 University runs several specialised near-STEM and far-STEM programmes for Physics, Astronomy, Science, Engineering, Technology, Mathematics etc. These are mainly MSc programmes Engage with Learning Technologists Organise STEM and creative Arts, Design, Music etc (i.e., non-STEM, better to say applied STEM) seminars for coherent convergence Technology-enhanced learning (TEL), e-learning, MOOC, CIDO, etcMOOCCIDO Ubiquitous learning with increased support for mobile and embedded computing and wireless networks and platforms 15. Near STEM and far-STEM programmes in UH (CDIO) Conceiving — Designing — Implementing — Operating : real-world systems & products, fundamental for IOTs

17. Challenges of Teaching STEM subjects Professional Development/CPAD in UH and SPECS? Part-2 We must continue teach STEM in strands, like we do but….. Must develop engaging projects for Integrated STEM and Applied STEM (i.e., Non-STEM) Many subjects can be part of this joint-venture (i.e., Internet of Things (IoT) have become IoE (Internet of Everything), cloud security; biometrics; environmental; manufacturing; business; training of everything, etc.) Starting with Level-5, like school does it via Mini-Projects modules for BEng/BSc (Hons) Then moving to Group/Team projects @ Level-7, MEng (Hons) Engineering. Should try joint ventures with other divisions or UH-Schools Starting by introducing optional (zero credit) individual/group/team projects, research, social club-oriented projects and workshops, academic writing competitions, Seminars, Conferences, certificate of competency for IOT etc. 16.

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