The Dept of Science and Humanities has established at the commencement of college in 2007. This Department plays a significant role in Engineering and Technology by the eclectic perception of pedagogical learning concepts. The department of S&H motivates the students to excel through a stage of colossal evolution from their previous intermediate stage to the Engineering courses. The Dept comprises of varied disciplines such as English, Mathematics, Physics, Chemistry, Managerial Sciences and Environmental Science. This Dept also holds the position of Physical director and Asst Physical Directors to enhance and bolster their physical and mental cognitive abilities to excel in sports & games. Students are encouraged to employ pragmatic applications and the basic concept of Physics, Chemistry, & English for better understanding. Students are encouraged to excel in various engineering streams and application of pragmatic methods of core engineering subjects with the support provided by this department. The faculty from this Department supports other Departments by conducting subjects like Mathematics-I, II,III ,&IV. Environmental Science and Technology Business Economics and financial Analysis. Further, the department of S&H motivates the students to enhance communicative skills, interview and group discussions in the Advanced English Communication Skills Labs for I, III & IV B Tech students. The monitoring of class work & all other activities of all first year B.Tech students are carried out under the direction of Head of the Department.
Professor | College of Aeronautics +1 (321) 674-8820
carstens@fit.edu human performance, human factors, industrial engineering, project management, cybersecurity, privacy, work design, process modeling, usability, human-computer interaction, general aviation, PIREP, speech recognition software, task analysis, error analysis, transfer of training, project management, UAS, mobile computing, social media Carvalho, Marco Professor
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Adjunct Faculty | College of Engineering and Science - Mechanical and Civil Engineering Engineering Management dmatula@fit.edu engineering, management, technology, strategies, mechanical, electrical, plumbing, fire protection, buildings, design, HVAC, codes, CAD, BIM, project, projects, consulting, licensed, professional engineer, pe, leed, green, sustainable, energy,leadership,environment, heat, cooling, solar, wind, bas, ems, bms, automation, analysis, software, programs, central, plants, Mazo, Keturah Instructor
Professor | College of Engineering and Science - Electrical Engineering and Computer Science Electrical and Computer Engineering +1 (321) 674-7242
cotero@fit.edu wireless sensor networks, embedded systems, resilient systems, data-driven systems, software engineering Otero, Luis Daniel Professor
Assistant Professor | College of Engineering and Science - Electrical Engineering and Computer Science Computer Science, Software Engineering and Cybersecurity +1 (321) 674-7703
kslhoub@fit.edu software engineering, software testing, software requirements, multi-agent systems, software bots, fake news, software quality, software metrics Sloman, Kimberly Associate Professor
Professor | College of Engineering and Science - Aerospace, Physics and Space Sciences +1 (321) 674-7614
subraman@fit.edu energy efficient systems, turbulence measurement and analysis, wind tunnel testing, wireless sensor network, gas turbine film-cooling, boundary layer roughness, pressure and temperature, sensitive paint measurement, material flaw detection using short-pulse laser, wind hazard engineering Sudhakaran, Sneha Assistant Professor
Professor | College of Engineering and Science - Mechanical and Civil Engineering +1 (321) 674-8799
kwang@fit.edu materials science and engineering, nanomaterials and solar cells, colloids and polymer composites, statistical mechanics, anomalous diffusion, property prediction, microstructural evolution, mechanical behavior of materials, multiscale modeling Warren, Donald Cameron Assistant Professor
Science, technology, engineering, and mathematics (STEM) education has gained popularity in K-12 educational spaces because it helps prepare youths to excel in the 21st-century economy. STEM education policymakers and advocates believe in teaching students STEM-related skills in STEM education classrooms (Bybee, 2010; National Research Council, 2013). Additionally, STEM education in K-12 settings has been promoted as the path to gain economic, scientific, engineering, and technological success both at the personal level and the global level (e.g., Belbase, 2019; Kelley & Knowles, 2016; National Research Council, 2013). Much research related to K-12 STEM education has focused on the cognitive aspects of STEM; an integrated approach to learning one of the STEM fields engenders academic success (National Academy of Engineering and National Research Council, 2014; National Science Board, 2010) and greater proficiency with STEM-related practices and skills (Organisation for Economic Co-operation and Development, 2016). Additionally, some research has shown that STEM education promotes motivation to engage in and pursue a STEM-related field (Means et al., 2016) and builds a greater association with the STEM fields through an integrated approach to teaching science (Eisenhart et al., 2015). Finally, some science education scholars have advocated for STEM as an integrated approach to teaching through conceiving and solving authentic problems (Hallstrm & Ankiewicz, 2019).
In the context of STEM or STEAM teaching and learning, teachers hardly engage students in the process of critical consciousness (e.g., Upadhyay et al., 2020, 2021b). Most of the reported studies on STEAM education have relied on learning about science and engineering practices, problem solving, and exploring the value of integrating content areas for learning (Kelley & Knowles, 2016; Lynn et al., 2016; Vasquez et al., 2013). Studies that explored critical consciousness in STEM education are mostly from science and mathematics education fields, not from STEAM education (Jennings & Eichinger, 1999; Upadhyay et al., 2020). Therefore, an urgent need exists to understand how STEAM teaching and learning could enhance and support critically conscious activities and discourses in class. The idea of critical consciousness helped us understand how a sixth-grade STEAM school classroom provided a suitable environment to engage students in critically conscious activities and experience a socially transformative experience. Further, critical consciousness allowed us to understand how students saw themselves as agents of social change and liberation.
The school is located in a rural town in the Midwestern United States. The school focuses on integrating and leveraging various local and school resources to make learning more culturally relevant and STEAM-oriented. Teachers collaborated to find activities, books, and content to allow for an authentic experience by integrating language arts and social studies with STEM disciplines. Mrs. B suggested the Dragonwings book during the professional development workshop a year earlier. During the same workshop, teacher leaders decided which engineering activities sixth-grade students would do. The local community had a large windmill farm, so teachers agreed that a windmill design activity would be locally relevant. Thus the science topics on energy, material, and motion would connect with mathematics ideas of proportion. Students would learn about various tools and materials such as plastic straw and cutting tools in the area of technology and that every technology has side effects or unintended consequences. On the engineering side, teachers decided that students would learn the processes of design and model creation.
This theme is the sole product of the book, Dragonwings. In this science classroom, instruction was built around the discussions of race, discrimination, social justice, liberation, and diversity, unlike many STEM or STEAM classrooms where this kind of discussion is still a struggle. According to LSP, questioning the status quo and challenging discriminatory practices are parts of the idea of liberation. Liberation and critical consciousness are interconnected because liberatory actions and activities do not happen without critical consciousness. Thus, STEAM classrooms potentially generate atmospheres for students to be critically conscious about science content such as energy and windmill that have direct social, racial, and economic implications on many underrepresented families. In this class, we observed and listened to students talking about race and discrimination endured by immigrant communities. Students also found critical consciousness and liberation ideas linked to science and engineering activities in the science class. 0852c4b9a8
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