Saturday Onsite Presentation Session 4

STEAM Education

Session Chair: Jacqueline Van Muijlwijk-Koezen

15:10-15:35

68021 | Assessment of Green Supply Chain Management Practices and Organizational Performance of a Higher Educational Institution in the Philippines

Ferdinand Mercado, De La Salle Lipa, Inc., Philippines

This paper assesses the green supply chain management (GSCM) practices and organizational performance of a Higher Educational Institution (HEI) in the Philippines. The researcher uses structured questionnaires as a tool in data gathering. Employees of De La Salle Lipa (DLSL) in the supervisory, managerial, and top-level administrators who are directly and indirectly engaged in the supply chain activities of the institution served as respondents. The results reveal that among the six GSCM practices (organizational commitment, eco-design, green purchasing, green marketing, investment recovery, and environmental practice), only eco-design has a significant positive effect on the organizational performance of DLSL. However, the overall Green Supply Chain Management practices have a significant effect on the institution’s organizational performance. Organizational commitment is one of the driving forces to a greener supply chain and DLSL must put a more vigorous effort to cascade the idea in more general or simple terms for a better understanding of the direction and current status of the school in relation to sustainability. Such as clearly indicating the top management’s motive and actively requesting support in relation to sustainability at all levels of the organization.

15:35-16:00

68143 | The Power of Socio-Emotional Learning and Grit in the Math Classroom India White, University of Florida, United States

Studies show that the U.S. averages 4 school shootings every week. Further, there has been an increase in depression and suicide among students nationwide. Students have felt alone, with statistics finding that 1 in 5 students battle mental illness. Teachers need to be equipped with tools to help students overcome and establish healthy relationships in the math classroom. This can be accomplished through Socio-emotional learning. Socio-emotional learning is the ability to help students understand their feelings in the classroom and how they interact socially with others. Grit is the passion and perseverance to achieve long-term goals. Through Socio-emotional learning, students develop in 5 areas which are 1) selfmanagement, 2) social-awareness, 3) relationship skills, 3) responsible decision-making and 5) self-awareness. The Power of Socioemotional Learning and Grit will provide educators with the tools needed to thrive in relationship building with students. This session will feature strategies for teacher use that will incorporate SEL and grit in their classroom in ways that produce measurable results. This workshop will include a PPT presentation with research from recent and relevant data from credible national resources and journal articles. Attendees will walk away with a greater understanding of how they can connect with their students and motivate them to excel in math class when they feel like giving up. As the information from this presentation is applied, attendees will notice students with a greater sense of belonging, math identity, and healthier relationships established in the math classroom.

16:00-16:25

69402 | Engaging

Students With 3D Tools and Virtual Reality: Improving Spatial-reasoning Skills in (Bio)Chemistry

Jacqueline Van Muijlwijk-Koezen, Vrije Universiteit Amsterdam, Netherlands

Anton R. Blaazer, Vrije Universiteit Amsterdam, Netherlands

Spatial reasoning is critical in all areas of modern chemistry and biochemistry. A lack of such skills leads to chemical misconceptions and a shortcoming in understanding relevant molecular representation(s). At the university, the average student's three-dimensional (3D)-reasoning skills are not developed enough to match the level required in future industrial or academic positions. Currently, there are no effective approaches that address this issue. We initiated this project to research and develop a novel classroom-activating tool to mitigate this shortcoming. By combining our experience with 3D molecular modelling software and didactic method development, we designed a platform that brings 3D and virtual reality (VR) representations of biomacromolecules (e.g., proteins; DNA) and small molecules (e.g., drugs; enzyme substrates) to the classroom. One of the goals was to develop a tool that runs on mobile phones and provides VR capabilities through low-cost cardboard VR goggles. Another goal was to develop a heuristic teaching method that actively allows students to develop spatial reasoning skills using 3D and VR tools. The 3D/VR tool was integrated with two conventional first-year BSc biochemistry lecture series and was well-received by students. The impact it has on students was investigated using online and post-course questionnaires. Overall, students were enthusiastic, well-engaged, and perceived the intervention contributed to their spatial reasoning skills