The dyslexic student and mathematics in higher education

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

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Supporting learners’ STEM-oriented career pathways with digital badges

Information and Learning Sciences ◽

10.1108/ils-06-2018-0050 ◽

2019 ◽

Vol 120 (1/2) ◽

pp. 87-107 ◽

Cited By ~ 2

Author(s):

Caroline R. Pitt ◽

Adam Bell ◽

Rose Strickman ◽

Katie Davis

Keyword(s):

Higher Education ◽

Undergraduate Students ◽

Career Pathways ◽

Research Approach ◽

Digital Badges ◽

Content Type ◽

Technology Industry ◽

Learning Pathways ◽

And Mathematics ◽

Practical Implications

Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

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Licenciatura no Cenário da Educação Superior Brasileira / Degree in Scenario of the Brazilian Higher Education

Revista Internacional de Educación y Aprendizaje ◽

10.37467/gka-revedu.v4.518 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Ivo de Jesus Ramos ◽

Luiz Henrique Amaral

Keyword(s):

Higher Education ◽

Mathematics Teachers ◽

Public Spending ◽

Public Institutions ◽

The Other ◽

Financial Resources ◽

Current Scenario ◽

The Government ◽

And Mathematics ◽

Science And Mathematics Teachers

ABSTRACTThis research, exploratory nature, aims to identify the current scenario of degrees in Science and Mathematics in Brazil, its weaknesses and offer. The number of vacancies in the IES Degree courses in Science and Mathematics is insufficient to meet demand in teacher training in this area? That was the question that guided the investigation. In this sense, we try to see if there are no vacancies, if there was a reduction in enrollment, evaluate evasion, estimate the annual public spending on vacancies unoccupied in 2011, these degrees. In response to the question presented in this study, the results corroborate the analysis of Tardif and Lessard (2009), with the prospect of an increase in the deficit of teachers. On the other hand, the survey indicated that the financial resources expended by the Government, especially in public institutions, little impact due to the high percentage of evasion, considering the offered vacancies and loss of students during the process. About 920 million reais annually, only in public HEIs, the resources made available for training of science and mathematics teachers do not produce effective results.RESUMOEsta investigação, de natureza exploratória, tem como objetivo identificar o atual cenário das licenciaturas de Ciências e Matemática no Brasil, suas fragilidades e oferta. A oferta de vagas pelas IES nos cursos de Licenciatura em Ciências e Matemática é insuficiente para atender a demanda na formação de professores nessa área? Essa foi a questão que norteou a investigação. Nesse sentido, procuramos verificar se há falta de vagas, se houve redução das matrículas, avaliar a evasão, estimar o gasto público anual com as vagas não ocupadas, em 2011, nessas licenciaturas. Em resposta ao questionamento apresentado nesta pesquisa, os resultados corroboram com a análise de Tardif e Lessard (2009), com a perspectiva de um agravamento no déficit de professores. Por outro lado, a pesquisa apontou que os recursos financeiros despendidos pelo Governo, em especial nas Instituições Públicas, pouco efeito produzem devido ao alto percentual de evasão, considerando-se as vagas ofertadas e perda de alunos durante o processo. Cerca de 920 milhões de reais anuais, apenas nas IES Públicas, dos recursos colocados à disposição para formação de professores de Ciências e Matemática não geram resultado efetivo. Contacto principal: [email protected]

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Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education

Высшее образование в России ◽

10.31992/0869-3617-2021-30-2-9-21 ◽

2021 ◽

Vol 30 (2) ◽

pp. 9-21

Author(s):

A. I. Chuchalin

Keyword(s):

Applied Sciences ◽

Higher Education ◽

Engineering Education ◽

Computer Science ◽

High Tech ◽

The Core ◽

Science Technology ◽

Postgraduate Studies ◽

Systematic Training ◽

And Mathematics

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

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TEACHER´S ATTITUDES IN SCIENTIFIC, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) HIGHER EDUCATION TOWARDS NEW LITERACIES IN THIRD WORLD COUNTRIES. ESCUELA POLITECNICA NACIONAL CASE STUDY

ICERI2019 Proceedings ◽

10.21125/iceri.2019.0863 ◽

2019 ◽

Author(s):

María-Stefanie Vásquez ◽

Rosabel Roig-Vila

Keyword(s):

Higher Education ◽

Third World ◽

New Literacies ◽

And Mathematics ◽

Scientific Technology

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Navigating the Landscape of the STEM Professoriate

Women's Influence on Inclusion, Equity, and Diversity in STEM Fields - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-8870-2.ch002 ◽

2019 ◽

pp. 22-65

Author(s):

Pamela M. Leggett-Robinson ◽

Brandi Campbell Villa

Keyword(s):

Higher Education ◽

Literature Review ◽

Women Of Color ◽

Institutional Racism ◽

Stem Fields ◽

Self Presentation ◽

Science Technology ◽

Trade Magazines ◽

And Mathematics ◽

Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

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A Cautionary Tale for Psychology and Higher Education in Asia: Following Western Practices of Incentivising Scholarship May Have Negative Outcomes

Psychology and Developing Societies ◽

10.1177/0971333619900043 ◽

2020 ◽

Vol 32 (1) ◽

pp. 94-121

Author(s):

Bruce B. Svare

Keyword(s):

Higher Education ◽

Research Misconduct ◽

Negative Consequences ◽

Unethical Behaviour ◽

Scientific Fraud ◽

Peer Reviews ◽

High Profile ◽

Major Player ◽

And Mathematics ◽

Scientific Infrastructure

Cases of scientific fraud and research misconduct in general have escalated in Western higher education over the last 20 years. These practices include forgery, distortion of facts and plagiarism, the outright faking of research results and thriving black markets for positive peer reviews and ghost-written papers. More recently, the same abuses have found their way into Asian higher education with some high profile and widely covered cases in India, South Korea, China and Japan. Reports of misconduct are now reaching alarming proportions in Asia, and the negative consequences for individuals, institutions, governments and society at large are incalculable. The incentives for academic scientists in Asia are approaching and even surpassing those ordinarily seen in the West. Cash payments for publishing articles in high impact journals can double or even triple yearly salaries in some cases. Combining this environment with the simultaneous pressure to obtain oftentimes scarce funding for research has produced a culture of unethical behaviour worldwide. This article assesses three important issues regarding scientific fraud and research misconduct: distorted incentives for research and overreliance upon metrics, damage to the integrity of higher education and public trust and improving research environments so as to deter unethical behaviour. This is especially crucial for emerging Asian countries, in particular Association for Southeast Asian Nations (ASEAN), whose scientific infrastructure is less developed, but nonetheless has the potential to become a major player in the development of psychology as well as Science, Technology, Engineering and Mathematics (STEM) research and training.

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