The social sciences and the fields of science, technology, engineering, and mathematics (STEM): Toward the building of improved, two-way bridges

2008 ◽  
pp. 279-300
Author(s):  
William R. Freudenburg
Keyword(s):  
Social Sciences ◽  
Science Technology ◽  
The Social ◽  
And Mathematics

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

2019 ◽  
Vol 19 (4) ◽  
pp. 397-418 ◽  
Author(s):  
Robyn Barnacle ◽  
Denise Cuthbert ◽  
Christine Schmidt ◽  
Craig Batty
Keyword(s):  
Social Sciences ◽  
Knowledge Transfer ◽  
Return On Investment ◽  
Extensive Literature ◽  
User Engagement ◽  
End User ◽  
Professional Networks ◽  
Science Technology ◽  
And Mathematics

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

scholarly journals Interdisciplinary Educational Approach STEM and HASS Knowledge Fields Using ICTs Support. Case of an Application for a Pilot Experiment

2020 ◽  
pp. 33-42
Author(s):  
Socrates C. Savelides ◽  
Rigo Fasouraki ◽  
Efthymios Georgousis ◽  
Katerina Kolokotroni ◽  
Maria S. Savelidi
Keyword(s):  
Social Sciences ◽  
Design Procedure ◽  
Educational Approach ◽  
Educational Management ◽  
Pilot Experiment ◽  
Science Technology ◽  
Thematic Approach ◽  
Pilot Implementation ◽  
And Mathematics ◽  
Positive Results

This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STEΜ and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.

Mastering social foresight – introduction to the special issue

2015 ◽  
Vol 23 (2) ◽  
pp. 81-84 ◽  
Author(s):  
Roberto Poli
Keyword(s):  
Social Sciences ◽  
Design Methodology ◽  
Secondary Analysis ◽  
Content Type ◽  
Analysis Techniques ◽  
Master Degree ◽  
Human And Social Sciences ◽  
The Social ◽  
And Mathematics ◽  
The University

Purpose – The purpose of this paper is a presentation of the guiding ideas underlining the master degree course in social foresight recently launched by the University of Trento (Italy). Design/methodology/approach – This paper is a reconstruction of the guiding ideas that have been used for designing the social foresight master degree. Findings – Students are exposed to a mix of contributions from futures studies, the human and social sciences (including psychology of decisions, social change, values and secondary analysis techniques) and mathematics (not only statistics, but also system theory and simulation). Originality/value – A unique look at the ideas behind the master degree course in social foresight at the University of Trento (Italy).

scholarly journals Going to College With a Posse: How Having High School Peers on Campus Supports College Achievement

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110492
Author(s):  
Kevin R. Binning ◽  
Lorraine R. Blatt ◽  
Susie Chen ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Large Network ◽  
Science Technology ◽  
The Social ◽  
College Achievement ◽  
First Generation College ◽  
And Mathematics

The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/ .

scholarly journals STEM Learning in Queensland Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 95-102
Author(s):  
Wijokongko Wijokongko
Keyword(s):  
Education System ◽  
Social Relationship ◽  
Learning Approach ◽  
Stem Learning ◽  
Science Technology ◽  
Short Course ◽  
The Social ◽  
Frame Work ◽  
And Mathematics ◽  
Technology In Schools

STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia.  Other advance  countries  has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.

Class Activities with Student-Generated Data

1996 ◽  
Vol 89 (2) ◽  
pp. 105-107
Author(s):  
Kay Somers ◽  
John Dilendik ◽  
Bettie Smolansky
Keyword(s):  
Social Sciences ◽  
Mathematics Anxiety ◽  
Quantitative Information ◽  
Learning Approach ◽  
National Council ◽  
College Level ◽  
Real World Data ◽  
Evaluation Standards ◽  
The Social ◽  
And Mathematics

College-level instructors in mathematics, the sciences, and the social sciences—or in any discipline involving the analysis of quantitative information—are well aware of the devastating effects of “symbol shock” and “mathematics anxiety” on otherwise successful undergraduates. The simplest algorithms seem hopelessly baffling to some students, and the presentation of formulas is met with emotions that range from resistance to outright panic. One effective way of helping students overcome this anxiety is to involve them in concrete exercises in which they collect and organize data and draw inferences from the data. These exercises address the Curriculum and Evaluation Standards for School Mathematics of the National Council of Teachers of Mathematics (1989), which calls for students to be able to collect, organize, and describe data and to be able to draw inferences from real-world data. The exercises also involve an active learning approach as advocated in the Standards document.

Cross-references in back-of-book Indexes

1991 ◽  
Vol 17 (3) ◽  
pp. 178-184
Author(s):  
Virgil Diodato
Keyword(s):  
Social Sciences ◽  
Class Membership ◽  
Science Technology ◽  
Major Subject ◽  
The Social ◽  
Subject Areas ◽  
Average Index

An analysis of 447 books in arts/humanities, science/technology, the social sciences, and generalities determined how frequently and for what purpose cross-references were used in back-of-book indexes. Of 376 indexes examined, 300 included cross-references. The average index had 32 cross-references per index or 96 cross-references per 1,000 text pages. Of the three major subject areas, cross-references most commonly occurred in science/technology indexes. ‘See’ references were surprisingly dominant over ‘see also’, especially in science/technology and the social sciences. The references made many kinds of links, most often to show synonomy, class membership, and agent/activity relationships. It is encouraging that many indexes have cross-references, but name indexes could have more.

Law as an Objective Political Concept

1949 ◽  
Vol 43 (2) ◽  
pp. 229-249 ◽  
Author(s):  
G. Lowell Field
Keyword(s):  
Social Sciences ◽  
State Government ◽  
Legal Norms ◽  
The Public ◽  
Political Concept ◽  
Conceptual Clarity ◽  
The Social ◽  
And Mathematics ◽  
True Definition ◽  
The Ideal

The Need for Factually Defined Concepts. Most political utterance is necessarily normative in import since it occurs in the process of motivating human behavior. Popularly employed political concepts, appropriately, are frequently of the ideal type in that they tend to denote an hypothetical situation toward conformance with which actual human institutions are being impelled. Ask any student to define a state or a government and he is almost certain to bring in some such notion as “operation in the public interest,” which might or might not be judged applicable to an actual situation. It is safe to say that ninety per cent of the time such concepts as state, government, court, law, administration, political party, and many others are used in this normative sense, not only popularly but in learned circles.Without desiring the exclusion of the normative from the social sciences, the writer believes that rigid conceptual clarity in distinguishing norm and fact is necessary for the progress of these disciplines. To attain this goal, the technical requisite is a system of concepts having an understood reference of a purely factual character. The absence of such factually defined concepts is noteworthy in political science, and largely unrecognized. Although most of our studies are factual in nature and the intended reference of concepts is usually factual, definition is largely subconscious and when brought to the surface is likely to have normative form, particularly a form borrowed from legal norms.True definition is appropriate in such disciplines as logic and mathematics and in physics, which has attained since the seventeenth century to the explanation of phenomena by hypothetical systems employing purely postulated entities like electrons and atoms. A set of pure definitions gives postulates from which theorems are derived by rigid deduction. What is put into the definitions comes out in the theorems.

Sign in / Sign up

Export Citation Format

Share Document