Learning-Based Research: The Re-Integration of Learning Styles into STEM Research Through the Context of Solar Energy and Climate Literacy

Abstract:

This presentation will provide an overview of a NASA NICE-T funded research project at the College of Menominee Nation, a small federally recognized Tribal College located in northern Wisconsin. One main objective of the research project is to provide an experiential learning opportunity for 4-6 STEM students to construct a user friendly solar energy system evaluation tool, incorporating the real-world performance of different solar modules at Argonne National Laboratory, NASA weather and solar irradiation data, and detailed cost analysis and investment payback period.

A natural connection exists between Native Americans and renewable energy. The generally clean character of renewable energies provides a great synergy and complimentary attribute for Native Americans’ respect and pride for the environment and the overarching concern for future generations (Council, Pierce et al. 2000). Furthermore, Native American cultures have a strong creative and artistic focus, often motivated by their respect and appreciation for nature.

The purpose of this learning-based research is to apply a cross-disciplinary approach to integrate the humanities with STEM research within the context of solar energy and climate literacy. Using 7 different learning styles (visual, aural, verbal, physical, logical, social, and solitary), students have the opportunity to showcase their research efforts through a variety of modes and artifacts including graphic novel development (Visual), spoken word poetry (Aural), conference presentation (Verbal), experiential display and demonstration (Physical), debate (Logical), social media and viral messaging (Social), and article submission (Solitary).