Board 232: Co-teaching in Undergraduate STEM Education: A Strategy to Enhance the Learning and Teaching Environment in Math, Physics, and Engineering Courses

At its essence, collaborative efforts define STEM research. Likewise, one can anticipate that fostering interdisciplinary collaboration in STEM education will yield positive outcomes. A recent NSF S-STEM grant has empowered us to formulate and implement integrated courses at Penn State Abington, covering subjects in mathematics, physics, and engineering. Despite calculus being a prerequisite for physics across many undergraduate programs in the United States, a significant number of students fail to maintain crucial mathematical skills, impacting their success in physics. Notably, concerns have arisen from engineering majors who express displeasure in being required to take math classes as part of the engineering curriculum. While math and engineering professors may find this objectionable, it is a reasonable concern, given that mathematics is often taught as an abstract discipline, and students need to grasp its relevance to their future roles as engineers. To address this issue, we have initiated the development of an Integrated Curriculum, starting with two pairs of courses: MATH 140 (Calculus with Analytic Geometry I) paired with PHYS 211 (General Physics: Mechanics), and PHYS 212 (General Physics: Electricity and Magnetism) paired with EE210 (Electrical Engineering: Circuits and Devices). This paper provides a comprehensive overview of this initiative, delineating its rationale and potential challenges associated with integrated curriculum. Additionally, we will delve into survey data collected bi-weekly from students, capturing their opinions on these integrated courses. Our aim is not only to provide insights for instructors new to or contemplating co-teaching but also to guide those who have already embraced co-teaching by presenting research-backed practices and sharing our experiences for potential adjustments.