Abstract
Incorporating GIS and College STEM Courses to Boost Student Enrollments
Track: Teaching with GIS in Higher Education
Author
Regional college student enrollment in science, technology, engineering and mathematics (STEM) courses in the United States and Dar es Salaam University campuses, Tanzania are declining. The main reason is lack of direct link between STEM course contents, dominated by complex numbers, laws, and formulae to real-world applications. Consequently, students pursue STEM classes only as prerequisites for other courses. This paper illustrates an attempt by Middletown and Hamilton regional campuses of Miami University, Ohio and Dar es Salaam University College of Education, (DUCE) to apply GIS modules developed through ArcGIS combined with botany, zoology, mathematics, engineering and technology applications aimed at teaching and enhancing enrollment to lower level STEM classes. The modules provide direct link between STEM courses and job requirements by potential hiring agencies. Regional campuses and DUCE attract traditional and non-traditional students, who are also parents to lower grade students, thus have a potential for enrollment spillover effect.
Danielson Kisanga
Miami University
4200 N University Blvd
Middletown, Ohio OH 45042
United States
Phone: 513 727 3335
E-mail: kisangdr@muohio.edu
Emiliana Mwita
Dar es Salaam University College of Education
P. O. Box 2329
Dar es Salaam, Dar es Salaam N/A
Tanzania
Phone: +49228737246
E-mail: emwita@uni-bonn.de