Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

2020 ◽  
pp. 153819272097488
Author(s):  
Elvira J. Abrica ◽  
Tonisha B. Lane ◽  
Stephanie Zobac ◽  
Elizabeth Collins
Keyword(s):  
Sense Of Belonging ◽  
Intervention Program ◽  
Qualitative Interviews ◽  
Public University ◽  
Future Research ◽  
Structural Interventions ◽  
Science Technology ◽  
Minority Retention ◽  
Latino Male ◽  
And Mathematics

Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

scholarly journals A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

2018 ◽  
Vol 17 (2) ◽  
pp. ar30 ◽  
Author(s):  
Erin D. Solomon ◽  
Michelle D. Repice ◽  
Jacinta M. Mutambuki ◽  
Denise A. Leonard ◽  
Cheryl A. Cohen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Active Learning ◽  
Learning Strategies ◽  
Qualitative Interviews ◽  
Future Research ◽  
Observation Data ◽  
Science Technology ◽  
Active Learning Strategies ◽  
Faculty Goals ◽  
And Mathematics

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.

scholarly journals Integrating supercomputing clusters into education: a case study in biotechnology

2020 ◽  
Author(s):  
Álvaro Fernández ◽  
Camino Fernández ◽  
José-Ángel Miguel-Dávila ◽  
Miguel Á. Conde
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Future Research ◽  
Research Directions ◽  
Science Technology ◽  
Future Research Directions ◽  
Technological Skills ◽  
And Mathematics ◽  
Course Of Study

Abstract The integration of a Supercomputer in the educational process improves student’s technological skills. The aim of the paper is to study the interaction between science, technology, engineering, and mathematics (STEM) and non-STEM subjects for developing a course of study related to Supercomputing training. We propose a flowchart of the process to improve the performance of students attending courses related to Supercomputing. As a final result, this study highlights the analysis of the information obtained by the use of HPC infrastructures in courses implemented in higher education through a questionnaire that provides useful information about their attitudes, beliefs and evaluations. The results help us to understand how the collaboration between institutions enhances outcomes in the education context. The conclusion provides a description of the resources needed for the improvement of Supercomputing Education (SE), proposing future research directions.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

scholarly journals Theorizing STEM Leadership: Agency, Identity and Community

2021 ◽  
pp. 1-24
Author(s):  
Uma Natarajan ◽  
Aik Ling Tan ◽  
Tang Wee Teo
Keyword(s):  
Sense Of Belonging ◽  
School Leaders ◽  
Educational Reforms ◽  
Integrated Learning ◽  
School Subjects ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics

Abstract STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.

Catalysts of Women’s Talent Development in STEM: A Systematic Review

2017 ◽  
Vol 28 (4) ◽  
pp. 253-289 ◽  
Author(s):  
Dianna R. Mullet ◽  
Anne N. Rinn ◽  
Todd Kettler
Keyword(s):  
Cultural Production ◽  
Protocol Analysis ◽  
Ecological Model ◽  
Talent Development ◽  
Psychological Characteristics ◽  
Future Research ◽  
Physical Sciences ◽  
Science Technology ◽  
Scholarly Publications ◽  
And Mathematics

Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18 scholarly publications selected according to a systematic protocol. Analysis of the studies’ Results and Findings sections yielded four major themes focused on women’s personal and psychological characteristics, social catalysts, institutional catalysts, and cultural production. Themes were synthesized into a four-level socio-ecological model of women’s STEM talent development. Implications for future research are discussed.

scholarly journals In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 597
Author(s):  
David Aguilera ◽  
José Luis Lupiáñez ◽  
José Miguel Vílchez-González ◽  
Francisco Javier Perales-Palacios
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Future Research ◽  
Science Technology ◽  
Stem Literacy ◽  
Disciplinary Integration ◽  
And Mathematics ◽  
Practice Of Science

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

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