Liesl Baum
Virginia Tech
17 Papers
10 Citations
Liesl Baum is an academic researcher from Virginia Tech. The author has contributed to research in topics: Computer science & Creative brief. The author has an hindex of 5, co-authored 15 publications. Previous affiliations of Liesl Baum include Center for Excellence in Education.
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Papers
From rhetoric to real world: fostering higher order thinking through transdisciplinary collaboration
TL;DR: The IDEA Studio at Virginia Tech as mentioned in this paper implemented a transdisciplinary collaborative learning environment in an effort to bring these skills out of the literature and into the real-world classroom, and the results showed that students who have not mastered these skills and possess only domain-specific knowledge will be underprepared to successfully contribute to the solutions to these problems.
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•Journal Article
Learning across Space Instead of over Time: Redesigning a School-Based STEM Curriculum for OST.
TL;DR: The process of translating an existing teacher-led STEM curriculum to fit a learner to think critically and creatively is described.
Collaborative teaching: Exploring reflective practice to address uncertainty avoidance
Lisa D. McNair,Liesl Baum,Najla Mouchrek +2 more
- 01 Oct 2016
TL;DR: This research addresses uncertainty in teaching and learning environments and explores instructor reflective practice in interdisciplinary, collaborative teaching and its impact on faculty relationships, course design, and student engagement.
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Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences
Dylan Ruediger,Danielle Cooper,Ann Bardeen,Liesl Baum,Shmuel Ben-Gad,Shaun R. Bennett,Kathleen Stassen Berger,Laura Bonella,Ryan Brazell,Symphony Bruce,Louise Buckley,Trevor Burrows,Scout Calvert,Patricia Beasley Condon,Renata Gonçalves Curty,Hilary Davis,Eleta Exline,Julia Feerrar,Emily Finch,Elizabeth Sabrinsky Foster,Melanie A. Gainey,Nikhat J. Ghouse,Joseph E. Goetz,Becca Greer,Kelly Grogg,Hannah C. Gunderman,Samantha Goss,Michele M. Hayslett,Yan He,A. M. James,E. Jerome,Barbara Wilcie Kern,Jessica Kleekamp,Jesse Klein,Stefan Kramer,Andrew Lee,Cynthia R. Levine,Ken Liss,Andrew Lundeen,Kimberly MacVaugh,Wendy K. Mann,Clarence Maybee,Stephen McGinty,Bethany S McGowan,Kayla B. McNabb,Samantha M. Minnis,Jennifer L. Moore,Shawn W. Nicholson,Kayla R. Olson,Christie L. Peters,Jeff M. Phillips,Julie Piacentine,Nathaniel D. Porter,Megan Potterbusch,Mallary Rawls,Miaomiao Rimmer,Gayle Schaub,Eric R. Schuler,Dorris Scott,Gang Shao,Emma Slayton,Kendra Spahr,Lisa D. Spiro,Jasmine Spitler,Ryan Splenda,Amanda Thomas,Amanda Tickner,Emily A. Treptow,T. K. White,Jane Yatcill +69 more
- 27 Sep 2022
TL;DR: Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences as discussed by the authors explores why and how instructors teach with data, identifies the most important challenges they face, and describes how faculty and students utilize relevant campus and external resources.
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Student Persistence Through Uncertainty Toward Successful Creative Practice
Najla Mouchrek,Liesl Baum,Elizabeth D. McNair +2 more
- 26 Jun 2016
TL;DR: In this paper, an interdisciplinary instructor team developed a course aimed at open ideation and creative inquiry to increase creative practice among students in engineering and other disciplines, which leveraged research grounded in professional identity and cognitive design processes to study impacts of curriculum designed to address student persistence through uncertainty in creative practice.
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