scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students

2020 ◽  
pp. 004208592091436
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Integrated Approach ◽  
The United States ◽  
Integrated Stem ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
The Impact

There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams.

scholarly journals From protest to progress through partnership with students: Being human in STEM (HSTEM)

2021 ◽  
Vol 5 (1) ◽  
pp. 26-56
Author(s):  
Sarah Bunnell ◽  
Megan Lyster ◽  
Kristen Greenland ◽  
Gabrielle Mayer ◽  
Kristen Gardner ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
College Students ◽  
The United States ◽  
Lessons Learned ◽  
Student Protests ◽  
Diversity And Inclusion ◽  
Science Technology ◽  
Faculty And Staff ◽  
And Mathematics

In Fall 2015, Amherst College students held a four-day sit-in in unity with student protests occurring all over the United States highlighting barriers to inclusion of underrepresented and marginalized students.Following appeals for action, students partnered with faculty and staff in science, technology, engineering, and mathematics (STEM) to develop the Being Human in STEM (HSTEM) Initiative. HSTEM involves exploring past diversity and inclusion efforts in STEM, sharing one’s own experiences in STEM with others, and developing student-driven projects to improve belonging in STEM. In this student, faculty, and staff co-authored paper, we describe the origin of HSTEM; share student, faculty and staff reflections on our experiences with HSTEM; and present two inquiry projects examining HSTEM impact. We discuss lessons learned and recommendations for diversity and inclusion efforts in higher education, both in and beyond STEM, emphasizing the power of an initiative that was originated by and remains driven by student partners.

scholarly journals Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia

2020 ◽  
Vol 1 (3) ◽  
pp. 1283-1297
Author(s):  
Mike Thelwall ◽  
Pardeep Sud
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
The United Kingdom ◽  
Science Technology ◽  
Small Fields ◽  
English Speaking ◽  
Author Citation ◽  
And Mathematics ◽  
Weak Tendency

Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽  
1949 ◽  
Vol 4 (6) ◽  
pp. 839-845
Keyword(s):  
United States ◽  
Child Health ◽  
Medical Care ◽  
Undergraduate Students ◽  
The United States ◽  
Child Health Services ◽  
The Public ◽  
The Status ◽  
Infant And Child Health ◽  
And Child Health

The eloquent statement on the status of Negro medical care and education in the United States by the eminent anatomist, Dr. W. Montague Cobb (Brown America's Medical Diaspora: A Paradox of Democracy, in The Pediatrician and The Public, Pediatrics 3:854, 1949) requires the attention of all physicians interested in the distribution of medical care. Although pediatricians cannot begin to assume responsibility for this entire problem, it is possible to demonstrate leadership in the same manner in which the Academy study of infant and child health services provided leadership to the profession and the public. We refer specifically to an extension of training facilities in pediatrics for Negro physicians. Certainly 15 certified Negro pediatricians in a country with 14,000,000 Negro people represents a serious discrepancy in the distribution of training facilities. Admittedly most of the problem has its origin in the distribution of training facilities for undergraduate students and the basic problems responsible for this situation. However, we have observed—as has Dr. Cobb—that many Negro physicians desiring training in pediatrics (as well as other specialties) are discouraged from applying for training because of what seems to be a dearth of positions open to them. It has been our impression, however, that many centers would consider Negroes for training appointments if qualified applicants applied. Would it not be advisable, therefore, for the American Board of Pediatrics to circularize the approved training centers in pediatrics in order to establish a roster of those centers which would consider Negro applicants for training positions?

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

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.

Supporting learners’ STEM-oriented career pathways with digital badges

2019 ◽  
Vol 120 (1/2) ◽  
pp. 87-107 ◽  
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.

scholarly journals Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education

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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