Nurturing STEM talent in rural setting

2021 ◽  
Vol 103 (4) ◽  
pp. 24-30
Author(s):  
Joni M. Lakin ◽  
Tamra Stambaugh ◽  
Lori M. Ihrig ◽  
Duhita Mahatmya ◽  
Susan G. Assouline
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Lessons Learned ◽  
Rural Setting ◽  
University Of Iowa ◽  
Rural Teachers ◽  
Science Technology ◽  
And Mathematics ◽  
The University

Rural schools, especially smaller ones, offer enormous opportunities for teachers to get to know their students and to cultivate their academic talents. However, students with potential in science, technology, engineering, and mathematics (STEM) face specific obstacles to having their talents fully realized in rural schools. Joni Lakin, Tamra Stambaugh, Lori Ihrig, Duhita Mahatmya, and Susan G. Assouline describe the STEM Excellence and Leadership project from the University of Iowa, which seeks to equip rural teachers in grades 5-8 with the skills and knowledge to recognize and grow STEM talent in rural areas. Examples of success and lessons learned are shared.

A Reconstruction of Rural Teachers' Technology Integration Experiences

2016 ◽  
pp. 834-860
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

scholarly journals A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes

2016 ◽  
Vol 15 (1) ◽  
pp. ar6 ◽  
Author(s):  
Justin D. Lewin ◽  
Erin L. Vinson ◽  
MacKenzie R. Stetzer ◽  
Michelle K. Smith
Keyword(s):  
High School Teachers ◽  
Instructional Behaviors ◽  
Instructional Style ◽  
Science Technology ◽  
Peer Discussion ◽  
The Status ◽  
And Mathematics ◽  
The University ◽  
University Science ◽  
Targeted Professional Development

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.

scholarly journals Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

2021 ◽  
Vol 20 (3) ◽  
pp. ar48
Author(s):  
Austin L. Zuckerman ◽  
Stanley M. Lo
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Figured Worlds ◽  
Student Experiences ◽  
Transfer Student ◽  
Degree Programs ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
University Setting

Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.

scholarly journals Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia

2016 ◽  
Vol 3 (2) ◽  
pp. 218-226
Author(s):  
Aziz Awaludin
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Rural Areas ◽  
Rural Setting ◽  
Continuous Training ◽  
Rural Teachers ◽  
Research Areas ◽  
The World ◽  
Information And Communication ◽  
Rural Teacher

Abstract This study aims to explore the impacts of the convergence of ICT (information and communication technology) for training in-service elementary school teachers in Indonesia. As a country in which almost a half of its population live in rural areas, Indonesia has a very serious issue with the quality divide which is quite extensive between urban and rural teachers. Thus, the use of ICT can be an alternative to reduce the gap, facilitate social justice and, therefore, connect the rural teachers to the world. Particularly, this study is focused on benefits and constraints of the issue when applied in that rural setting. The investigation is based on a literature review that certain academic refereed journal articles are analysed. Then, the analysis shows that infusing ICT can impact positively in the way that its advantages involve the expansion of opportunities for rural teachers to receive continuous training, collaborative actions among teachers from different schools, skills and resource development to upgrade their competencies. However, the implementation invites several limitations linked to financial, technical, geographical, and personnel-related issues. Also, the study points out several implications regarding policy and research areas. Then, some recommendations are offered to tackle the possible challenges that may occur. Abstrak Penelitian ini bertujuan untuk menggali dampak konvergensi TIK (teknologi informasi dan komunikasi) untuk pelatihan calon guru sekolah dasar di Indonesia. Sebagai negara di mana hampir separuh penduduknya tinggal di daerah pedesaan, Indonesia memiliki masalah yang sangat serius dengan perbedaan kualitas yang cukup luas antara guru perkotaan dan pedesaan. Dengan demikian, penggunaan TIK dapat menjadi alternatif untuk mengurangi kesenjangan, memfasilitasi keadilan sosial dan, oleh karena itu, menghubungkan para guru pedesaan ke seluruh dunia. Secara khusus, penelitian ini difokuskan pada manfaat dan kendala masalah saat diterapkan di lingkungan pedesaan tersebut. Penyelidikan didasarkan pada tinjauan literatur di mana beberapa artikel jurnal akademik dianalisis. Kemudian, analisis menunjukkan bahwa menanamkan TIK dapat berdampak positif dengan cara bahwa kelebihannya melibatkan perluasan kesempatan bagi guru pedesaan untuk menerima pelatihan berkelanjutan, tindakan kolaboratif di antara guru dari berbagai sekolah, keterampilan dan pengembangan sumber daya untuk meningkatkan kompetensi mereka. Namun, implementasinya mengundang beberapa keterbatasan terkait masalah keuangan, teknis, geografis, dan personil. Selain itu, penelitian tersebut menunjukkan beberapa implikasi mengenai area kebijakan dan penelitian. Kemudian, beberapa rekomendasi ditawarkan untuk mengatasi kemungkinan tantangan yang mungkin terjadi. How to Cite : Awaludin, A. (2016). Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 3(2), 218-226. doi:10.15408/tjems.v3i2.4984. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4984

scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

scholarly journals Moving university hydrology education forward with geoinformatics, data and modeling approaches

2012 ◽  
Vol 9 (2) ◽  
pp. 2601-2628 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Digital Curriculum ◽  
Science Technology ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Diversamente scienza

2020 ◽  
Keyword(s):  
Academic Career ◽  
Academic Research ◽  
Research Staff ◽  
Gender Parity ◽  
Science Technology ◽  
The World ◽  
And Mathematics ◽  
Diversity Committee ◽  
University Of Florence ◽  
The University

This work originates from the conference organized by the Equity and Diversity Committee of the University of Florence and the National Conference of the Gender Parity Organisms of the Italian Universities held in Florence the 12th October 2018. The papers here collected illustrate the obstacles that women encounter in their academic career, especially in the STEM (Science, Technology, Engineering, and Mathematics). The issues the volumes deals with are still worth taking into consideration considering that women represent only the 30% of the academic research staff at the world level and that only the 30% of women students choose STEM faculties.

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