scholarly journals The Difference In The Effects Of Longitudinal Effects Of Network Latency On STEM And Non-STEM Students

2016 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
H. Francis Bush ◽  
Vonda Walsh ◽  
Jay Sullivan ◽  
James Squire
Keyword(s):  
Learning Styles ◽  
Academic Disciplines ◽  
Senior Year ◽  
Stem Majors ◽  
Network Latency ◽  
Longitudinal Effects ◽  
Stem Students ◽  
The Difference ◽  
And Mathematics ◽  
Subjective Learning

As enrollment in online courses increases faster than the overall enrollments in higher education, the differences in learning styles and academic disciplines need to be identified.  Further, the focus on the demand for students pursuing degrees in the sciences, technology, engineering and mathematics (STEM) has gained prominence in the past decade.  An experiment was conducted to study the interaction of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment on the longitudinal effects of network latency on students who were classified as STEM majors or non-STEM majors (humanities and social sciences).  The findings indicate that students from different majors responded differently by the time students have progressed to their senior year in reference to their learning styles and sensitivity to network delays than it was when they were freshmen.  The study suggests that the accumulation of experience and choice of major are important factors in mitigating the effects of network delay on learning.

scholarly journals Experiences of Judeo-Christian Students in Undergraduate Biology

2017 ◽  
Vol 16 (1) ◽  
pp. ar15 ◽  
Author(s):  
M. Elizabeth Barnes ◽  
Jasmine M. Truong ◽  
Sara E. Brownell
Keyword(s):  
Religious Identity ◽  
Sense Of Belonging ◽  
Religious Identities ◽  
Stem Majors ◽  
Undergraduate Biology ◽  
Secular Culture ◽  
Christian Students ◽  
Adverse Experiences ◽  
Stem Students ◽  
And Mathematics

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention.

scholarly journals Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

2020 ◽  
Vol 4 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Anne M Lucietto ◽  
Liza Russell
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
International Travel ◽  
Published Data ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Stem Students ◽  
And Mathematics

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

Online and Handwritten Homework in Calculus for STEM Majors

2018 ◽  
Vol 57 (6) ◽  
pp. 1513-1533 ◽  
Author(s):  
Lawrence Smolinsky ◽  
Gestur Olafsson ◽  
Brian D. Marx ◽  
Gaomin Wang
Keyword(s):  
Online Homework ◽  
Stem Majors ◽  
Math Scores ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Stem Students ◽  
And Mathematics ◽  
Assessment Questions ◽  
Large Sections

Calculus is an essential intellectual gateway and initiation in the education of science, technology, engineering, and mathematics (STEM) students. In this study, graded online computer homework was compared with graded handwritten homework in second-semester calculus for STEM students. Previous calculus studies excluded STEM students or compared graded online computer homework with ungraded uncollected handwritten homework. Two large sections and two small sections of Calculus II were studied using a quasi-experimental design. Students were given the same lecture by the same instructor for each class. Students were not aware of the type of homework to be assigned when they registered. Online homework sections used WebAssign, which is one of the most widely used textbook and homework systems. The analysis indicates that there was no significant difference in performance between handwritten and online homework. Assessment questions that required graphical answers provided the greatest contrast between handwritten and online homework and were separately evaluated. Controls were included for entering math scores and a socioeconomic indicator. This study does not find any significant difference due to homework type. As a secondary question, the effect of class size is examined.

The impact of fleeting exposure to female exemplars of success in STEM

2020 ◽  
pp. 136843022097547
Author(s):  
Megan K. McCarty ◽  
Janice R. Kelly ◽  
Kipling D. Williams
Keyword(s):  
Self Esteem ◽  
University Campus ◽  
Stem Majors ◽  
Academic Environments ◽  
Science Technology ◽  
Stem Students ◽  
Meaningful Existence ◽  
And Mathematics ◽  
The Impact ◽  
Mixed Gender

Two studies tested the impact of subtle cues that associate masculinity with science, technology, engineering, and mathematics (STEM) success on women’s STEM experiences. Study 1 was a field study conducted in a university campus engineering building where photos of graduating classes were displayed. In Study 2, STEM majors viewed a mock website that depicted either exclusively male or mixed-gender STEM students. Across both studies, women reported greater fundamental need threat—a composite of threats to belonging, self-esteem, control, and meaningful existence—after viewing photos of exclusively male STEM students than did men. This gender effect disappeared when photos included female STEM students. Direct effects of gender and photo condition on career intentions were not observed, but indirect effects were obtained through need threat. Thus, because fleeting exposure to subtle background images associating STEM success with masculinity can negatively impact women’s fundamental needs, cues in academic environments should be carefully considered.

scholarly journals FEASIBILITY OF TECHNOLOGY ENTREPRENEURSHIP AMONG BULGARIAN STEM STUDENTS: THE ROLE OF UNIVERSITY

2021 ◽  
Vol 2 ◽  
pp. 149-154
Author(s):  
Desislava Yordanova ◽  
Raya Kanazireva ◽  
Iya Petkova ◽  
Ivanka Mihaylova ◽  
Irena Mladenova
Keyword(s):  
Binary Logistic Regression ◽  
Technology Entrepreneurship ◽  
Research Attention ◽  
Stem Majors ◽  
Policies And Measures ◽  
New Business ◽  
University Support ◽  
Stem Students ◽  
And Mathematics

Technology entrepreneurship involves the creation of a new business whose products and services are based on the application of scientific or technological knowledge. Technology entrepreneurship may play an important role for economic development in the context of increasing globalization. Little research attention has been devoted to the antecedents of the feasibility of technology entrepreneurship. The objective of this study is to identify university determinants of the feasibility of technology entrepreneurship among students enrolled in majors in the fields of science, technology, engineering and mathematics (STEM) in Bulgarian universities. The study uses a sample of 879 university students in STEM majors and applies a binary logistic regression to identify university factors related to the high feasibility of technology entrepreneurship. The results of the present study indicate that university support for entrepreneurship, industry ties and research excellence are related to the feasibility of technology entrepreneurship among Bulgarian STEM students. The empirical findings can help to devise policies and measures for enhancing the feasibility of technology entrepreneurship among STEM students.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

scholarly journals “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Kaitlyn Atkins ◽  
Bryan M. Dougan ◽  
Michelle S. Dromgold-Sermen ◽  
Hannah Potter ◽  
Viji Sathy ◽  
...  
Keyword(s):  
Career Pathways ◽  
Underrepresented Minority ◽  
Stem Fields ◽  
Underrepresented Minority Students ◽  
Research Mentorship ◽  
Demographic Similarity ◽  
Stem Students ◽  
And Mathematics ◽  
Scientific Identity ◽  
The Relationship

Abstract Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program, in order to inform program development. Results Qualitative analysis of the data revealed that mentorship, especially research mentorship, was common and played a role in formation of scientific identity. Students with research mentors tended to say they strongly identified as scientists, whereas those who lacked research mentorship varied in their level of scientific identity. In interviews, research-mentored students described mentors as colleagues who gave them opportunities to grow and as examples to look up to. Students valued mentors with whom they identified on the basis of demographic similarity or shared values, as well as those who challenged them in their academic and research endeavors. Conclusions Our analysis highlights how different mentoring experiences can contribute to development of future STEM leadership. We discuss implications for practice, including the need for tailored mentoring approaches and research-focused mentoring, and offer several recommendations for research and programming.

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.

scholarly journals ADVANCING Women Academic Faculty in STEM Careers: The Role of Critical HRD in Supporting Diversity and Inclusion

2018 ◽  
Vol 21 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Holly M. Hutchins ◽  
Jamison V. Kovach
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Women Of Color ◽  
Resource Development ◽  
Academic Disciplines ◽  
Representation Of Women ◽  
Diversity And Inclusion ◽  
Academic Faculty ◽  
Disciplinary Expertise ◽  
And Mathematics

The Problem The low representation of women and women of color (WoC) faculty in science, technology, engineering, and mathematics (STEM) academic disciplines represents a critical talent development issue by constraining universities from being truly diverse and inclusive therefore limiting the development and advancement of women scientists. The Solution We describe the National Science Foundation’s (NSF) ADVANCE program as a mechanism for increasing STEM women and WoC faculty career development, inclusion, and advancement. We situate this program as a critical human resource development (CHRD) project and analyze the interventions of ADVANCE Centers at five institutions using a coding scheme based on Acker’s theory of organizational gendering. We identify how key interventions address gendered processes and how these efforts align with human resource development (HRD) disciplinary expertise. The Stakeholders This article will benefit HRD scholars and professionals by identifying how HRD disciplinary expertise can be used to support institutional change efforts focused on faculty diversity and inclusion.

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