A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

2016 ◽  
Vol 40 (4) ◽  
pp. 196-204 ◽  
Author(s):  
Jo-Ann Sowers ◽  
Laurie Powers ◽  
Jessica Schmidt ◽  
Thomas E. Keller ◽  
Alison Turner ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Repeated Measures ◽  
Career Planning ◽  
Positive Impact ◽  
Mentoring Program ◽  
Stem Fields ◽  
Repeated Measures Design ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

scholarly journals The Magic of Music for Improving Psychological Health for Those With Dementia and Their Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 830-830
Author(s):  
Stuart MacDonald ◽  
Debra Sheets ◽  
Andre Smith
Keyword(s):  
Psychological Health ◽  
Repeated Measures ◽  
Social Cognitive ◽  
Cognitive Intervention ◽  
Pharmacological Intervention ◽  
Neural Activation ◽  
Psychological Function ◽  
Post Intervention ◽  
Repeated Measures Design ◽  
The Impact

Abstract Arts-based interventions for person’s with dementia and their caregivers represent an inexpensive, non-invasive, and non-pharmacological intervention with the potential to improve psychological function as well as reduce healthcare costs. The paper presents an overview of Voices in Motion (ViM), and the impact of this social-cognitive intervention on changes in psychological function for those with dementia and their caregivers (current n=26 dyads). Choir rehearsals were held on a weekly basis, and included a social discussion component. A range of outcomes (neuropsychological and physiological function, neural activation) were assessed using an intensive repeated measures design that facilitates both between- and within-person analyses, including nuanced evaluation of whether psychological function improves post intervention relative to an individual’s personal average, yielding a conservative within-person test of the benefits of intervention. Discussion focuses on the promise of such interventions for mitigating dementia symptoms and facilitating the psychological health of caregivers.

scholarly journals Face-to-Face Versus Video Assessment of Facial Paralysis: Implications for Telemedicine (Preprint)

2018 ◽  
Author(s):  
Jian Rong Tan ◽  
Susan Coulson ◽  
Melanie Keep
Keyword(s):  
Excellent Agreement ◽  
Repeated Measures ◽  
Facial Nerve Paralysis ◽  
Nerve Paralysis ◽  
Video Assessment ◽  
Face To Face ◽  
Repeated Measures Design ◽  
Grading Systems ◽  
Sydney System ◽  
The Impact

BACKGROUND Patients with facial nerve paralysis (FNP) experience challenges in accessing health care that could potentially be overcome by telemedicine. However, the reliability of telemedicine has yet to be established in this field. OBJECTIVE This study aimed to investigate the consistency between face-to-face and video assessments of patients with FNP by experienced clinicians. METHODS A repeated-measures design was used. A total of 7 clinicians assessed the FNP of 28 patients in a face-to-face clinic using standardized grading systems (the House-Brackmann, Sydney, and Sunnybrook facial grading systems). After 3 months, the same grading systems were used to assess facial palsy in video recordings of the same patients. RESULTS The House-Brackmann system in video assessment had excellent reliability and agreement (intraclass correlation coefficient [ICC]=0.780; principal component analysis [PCA]=87.5%), similar to face-to-face assessment (ICC=0.686; PCA=79.2%). Reliability of the Sydney system was good to excellent, with excellent agreement face-to-face (ICC=0.633 to 0.834; PCA=81.0%-95.2%). However, video assessment of the cervical branch and synkinesis had fair reliability and good agreement (ICC=0.437 to 0.597; PCA=71.4%), whereas that of other branches had good to excellent reliability and excellent agreement (ICC=0.625 to 0.862; PCA=85.7%-100.0%). Reliability of the Sunnybrook system was poor to fair for resting symmetry (ICC=0.195 to 0.498; PCA=91.3%-100.0%) and synkinesis (ICC=−0.037 to 0.637; PCA=69.6%-87.0%) but was good to excellent for voluntary movement (ICC=0.601 to 0.906; PCA=56.5%-91.3%) in face-to-face and video assessments. Bland-Altman plots indicated normal limits of agreement within ±1 between face-to-face and video-assessed scores only for the temporal and buccal branches of the Sydney system and for resting symmetry in the Sunnybrook system. CONCLUSIONS Video assessment of FNP with the House-Brackmann and Sunnybrook systems was as reliable as face-to-face but with insufficient agreement, especially in the assessment of synkinesis. However, video assessment does not account for the impact of real-time interactions that occur during tele-assessment sessions.

Navigating the Landscape of the STEM Professoriate

2019 ◽  
pp. 22-65
Author(s):  
Pamela M. Leggett-Robinson ◽  
Brandi Campbell Villa
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Women Of Color ◽  
Institutional Racism ◽  
Stem Fields ◽  
Self Presentation ◽  
Science Technology ◽  
Trade Magazines ◽  
And Mathematics ◽  
Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

scholarly journals Acetazolamide does not alter endurance exercise performance at 3,500-m altitude

2020 ◽  
Vol 128 (2) ◽  
pp. 390-396 ◽  
Author(s):  
Karleigh E. Bradbury ◽  
Beau R. Yurkevicius ◽  
Katherine M. Mitchell ◽  
Kirsten E. Coffman ◽  
Roy M. Salgado ◽  
...  
Keyword(s):  
Sea Level ◽  
Endurance Exercise ◽  
Exercise Performance ◽  
Repeated Measures ◽  
Acute Mountain Sickness ◽  
Time Trial ◽  
Peak Oxygen Consumption ◽  
Repeated Measures Design ◽  
Hypoxic Environment ◽  
The Impact

Acetazolamide (AZ) is a medication commonly used to prevent acute mountain sickness (AMS) during rapid ascent to high altitude. However, it is unclear whether AZ use impairs exercise performance; previous literature regarding this topic is equivocal. The purpose of this study was to evaluate the impact of AZ on time-trial (TT) performance during a 30-h exposure to hypobaric hypoxia equivalent to 3,500-m altitude. Ten men [sea-level peak oxygen consumption (VO2peak): 50.8 ± 6.5 mL·kg−1·min−1; body fat %: 20.6 ± 5.2%] completed 2 30-h exposures at 3,500 m. In a crossover study design, subjects were given 500 mg/day of either AZ or a placebo. Exercise testing was completed 2 h and 24 h after ascent and consisted of 15-min steady-state treadmill walking at 40%–45% sea-level VO2peak, followed by a 2-mile self-paced treadmill TT. AMS was assessed after ~12 h and 22 h at 3,500 m. The incidence of AMS decreased from 40% with placebo to 0% with AZ. Oxygen saturation was higher ( P < 0.05) in AZ versus placebo trials at the end of the TT after 2 h (85 ± 3% vs. 79 ± 3%) and 24 h (86 ± 3% vs. 81 ± 4%). There was no difference in time to complete 2 miles between AZ and PL after 2 h (20.7 ± 3.2 vs. 22.7 ± 5.0 min, P > 0.05) or 24 h (21.5 ± 3.4 vs. 21.1 ± 2.9 min, P > 0.05) of exposure to altitude. Our results suggest that AZ (500 mg/day) does not negatively impact endurance exercise performance at 3,500 m. NEW & NOTEWORTHY To our knowledge, this is the first study to examine the impact of acetazolamide (500 mg/day) versus placebo on self-paced, peak-effort exercise performance using a short-duration exercise test in a hypobaric hypoxic environment with a repeated-measures design. In the present study, acetazolamide did not impact exercise performance after 2-h or 24-h exposure to 3,500-m simulated altitude.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

scholarly journals Effect of acute antagonist static stretching on upper-body agonist power

2019 ◽  
Vol 15 (1) ◽  
pp. 53-59
Author(s):  
Dave Elliott ◽  
Dayne Massey
Keyword(s):  
Repeated Measures ◽  
Effective Means ◽  
Upper Body ◽  
Static Stretching ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Potential Benefits ◽  
Upper Body Power ◽  
The Impact ◽  
Practical Implications

There are many studies showing acute static stretching to be detrimental to power generation. However, the majority have focused upon the impact of stretching the agonist musculature. To date, few have examined the potential benefits of acute antagonist static stretching; none have focused on upper-body power. Utilising a repeated-measures design, 30 male participants were randomly assigned to one of two groups whereupon they performed four bench-throw tests; two control (NO-STRETCH) and two experimental (STRETCH), in a counter-balanced manner. Prior to the experimental measures, participants undertook a series of static antagonist stretches. Mean Pmax (SD) in the NO-STRETCH trials was 862.76 (146)W and 898.50 (144)W, respectively. For STRETCH trial 1, Pmax = 930.10 (146)W and trial 2, Pmax = 953.36 (136)W. When compared to the respective NO-STRETCH trials, antagonist static stretching did have a significant effect on Pmax for both the initial ( P < 0.01, d = 1.33) and the re-stretching procedures ( P < 0.01, d = 1.35). A significant difference was also found between the STRETCH trials ( P < 0.01, d = 0.46). The results have practical implications for those involved in upper-body power activities. Specifically, incorporating upper-body antagonist static stretching into pre-performance routines might offer a simple and effective means of enhancing agonist power.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

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