scholarly journals Enabling creative collaboration for all levels of learning

2019 ◽  
Vol 116 (6) ◽  
pp. 1878-1885 ◽  
Author(s):  
Youngmoo E. Kim ◽  
Brandon G. Morton ◽  
Jeff Gregorio ◽  
David S. Rosen ◽  
Kareem Edouard ◽  
...  
Keyword(s):  
Work Experiences ◽  
Student Work ◽  
Science Technology ◽  
12Th Grade ◽  
Drexel University ◽  
Graduate Research ◽  
Integrated Programs ◽  
And Mathematics ◽  
K 12 ◽  
Professional Artists

A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

2021 ◽  
Vol 41 (1) ◽  
pp. 47-63
Author(s):  
Nikola Grafnetterova ◽  
Hilda Cecilia Contreras Aguirre ◽  
Rosa M. Banda
Keyword(s):  
Student Athletes ◽  
College Graduates ◽  
Division I ◽  
Comprehensive Model ◽  
Work Experiences ◽  
Dream Work ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Collaborative Efforts

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.

Fixing STEM Workforce and Teacher Shortages: How Goal Congruity Can Inform Individuals and Institutions

2018 ◽  
Vol 5 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Amanda B. Diekman ◽  
Tessa M. Benson-Greenwald
Keyword(s):  
Stem Education ◽  
Educational Institutions ◽  
Teacher Shortages ◽  
Recruitment And Retention ◽  
Occupational Roles ◽  
Science Technology ◽  
Education Careers ◽  
Stem Workforce ◽  
And Mathematics ◽  
K 12

As demands increase for individuals with expertise in science, technology, engineering, and mathematics (STEM), educational institutions and workplaces seek to identify strategies to recruit and retain talented individuals in STEM pathways. We investigate recruitment and retention into the STEM workforce and into primary and secondary STEM education careers by analyzing whether a particular role allows an individual to fulfill goals. The two occupational pathways reviewed here pose different goal congruity challenges: The STEM workforce seems to lack communal (other-oriented) goal opportunities, but math and science K-12 teaching seems to lack agentic (self-oriented) goal opportunities. Restructuring educational and occupational roles to maximize the pursuit of valued goals can encourage STEM recruitment and retention.

scholarly journals The Socialization of STEM Professionals Into STEM Careers: A Study of Newly Hired Engineers

2018 ◽  
Vol 21 (1) ◽  
pp. 92-113 ◽  
Author(s):  
Russell Korte ◽  
Samantha Brunhaver ◽  
Sarah M. Zehr
Keyword(s):  
Workforce Development ◽  
Social Dynamics ◽  
Supply Side ◽  
Work Experiences ◽  
Stem Careers ◽  
Science Technology ◽  
Engineering Work ◽  
Organizational Work ◽  
And Mathematics ◽  
Newly Hired

The Problem Recently there has been a growing interest to increase the number of people entering science, technology, engineering, and mathematics (STEM) careers. One of the major problems with this “supply-side” model is that it sees STEM workforce development narrowly as one of inputs (recruitment) and ignores the practice of STEM work, which affects the retention of professionals in STEM careers. The Solution Informed by recent research and theory on career development, we studied the work experiences of newly hired engineers in one organization. A key finding is that a major part of their experiences involved organizational work and social dynamics outside of what many considered to be “real” engineering work. We propose that these experiences provide important insights for the education and retention of STEM workers. The Stakeholders Faculty in higher education that prepare STEM workers, managers in organizations that hire new STEM workers, and aspiring STEM workers.

scholarly journals Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

2015 ◽  
Vol 14 (3) ◽  
pp. ar32 ◽  
Author(s):  
Sue Ellen DeChenne ◽  
Natalie Koziol ◽  
Mark Needham ◽  
Larry Enochs
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Equation Modeling ◽  
Graduate Teaching ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

Extending Educational Robot Sensing Capabilities Through Equipping an External Microcontroller

2019 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
The Past ◽  
Science Technology ◽  
Educational Robot ◽  
Robotics Concepts ◽  
And Mathematics ◽  
Advanced Robotics ◽  
K 12 ◽  
Senior Students ◽  
Educational Robots ◽  
Line Following

Abstract The popularity of the educational robot in K-12 classroom has dramatically increased in the past decades to engage students studying not only Science, Technology, Engineering and Mathematics (STEM), but also 21st-century skills. Most educational robots tend to be as simple as possible such that the lower grades can benefit from the robotics technologies safely. However, such design consideration makes most educational robots with none or minimal sensing capabilities. However, it is very important for senior students to learn more advanced robotics concepts and applications. This paper presents a concept of extending educational robots’ sensing capabilities through quipping an external microcontroller. The paper also demonstrates how the framework can be easily used in sensor-based applications through a line-following example.

Crowd-Funding for Inspiring Graduate Students to Educate K12 Students About STEM

2014 ◽  
Author(s):  
Christine Taylor ◽  
Suresh K. Sitaraman
Keyword(s):  
Graduate Students ◽  
Electronic Packaging ◽  
Teachable Moment ◽  
Teachable Moments ◽  
Georgia Institute ◽  
Science Technology ◽  
Stem Career ◽  
Institute Of Technology ◽  
And Mathematics ◽  
K 12

Often when people who are not in the field hear about electronic packaging, they immediately presume that it is exclusive to electrical engineering; however, electronic packaging has opportunities for many different Science, Technology, Engineering, and Mathematics (STEM) areas. Many projects in micro- and nanotechnology are interdisciplinary in nature, and thus, a broad background of various disciplines is needed to conduct research and development in these areas. At the Georgia Institute of Technology, an initiative called the Meindl Legacy project has been created to use crowd funding to help graduate students in the nanotechnology area to create “teachable moments.” The intention of the teachable moment is to broaden the research to younger audiences, so that they are inspired to take the necessary background classes needed to pursue a STEM career path. The use of crowd-funding allows for industry partners and the general public to become involved with research that is currently ongoing at the Georgia Institute of Technology and to educate K-12 students. The “teachable moment” outlined in this paper was created to demonstrate how different materials’ coefficients of thermal expansion can affect the interfaces and potentially lead to cracking damage in an electronic package.

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