scholarly journals Strategies And Initiatives That Revitalize Wesley College STEM Programs

2015 ◽  
Vol 12 (3) ◽  
pp. 195-208
Author(s):  
Malcolm J. D'Souza ◽  
William K. Kroen ◽  
Charlene B. Stephens ◽  
Richard J. Kashmar
Keyword(s):  
Academic Success ◽  
Liberal Arts ◽  
Student Support ◽  
Academic Excellence ◽  
Demographic Diversity ◽  
Stem Majors ◽  
Stem Programs ◽  
Large Numbers ◽  
And Mathematics ◽  
Minority Serving Institutions

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Effective eLearning and Transformative Pedagogical Strategies

2020 ◽  
Vol 10 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Daniel W Keebler ◽  
Jessica Huffman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Cognitive Skills ◽  
Liberal Arts ◽  
Pedagogical Strategies ◽  
Stem Programs ◽  
Learning Programs ◽  
Learning Platforms ◽  
Online Educators ◽  
And Mathematics

This research exposed gaps in the current literature for online learning and transformative pedagogical strategies in STEM (science, technology, engineering and mathematics) programs. These voids were explored, and new blended strategies were provided to encourage online educators to develop effective pedagogical designs in STEM programs. Online education is no longer thought of as a passing trend, but as a viable alternative to traditional educational teaching methods. STEM educators need to develop online learning platforms that are flexible and effective, that enrich the student's experience while not diminishing the intellectual growth of the learner. This will help build learner cohesion and a more stable and effective learning environment, one that has the opportunity to develop into a community of learning. Research indicates that the STEM areas of study require a different pedagogical design than those in other curricula such as liberal arts and social science programs, specifically in the area of developing Higher Order Cognitive Skills (HOCS) in learners. This paper focuses on the pedagogical designs that will enable universities to successfully establish STEM online learning programs at their institutions.

scholarly journals Sustaining Solutions in Undergraduate STEM Education

2021 ◽  
Vol 8 (3) ◽  
pp. 199-212
Author(s):  
Ellene Tratras Contis ◽  
Batoul Abdallah
Keyword(s):  
Service Learning ◽  
Education Reform ◽  
Stem Education ◽  
Feature Learning ◽  
Student Interest ◽  
Faculty Professional Development ◽  
Stem Majors ◽  
Underserved Students ◽  
Stem Programs ◽  
And Mathematics

Science, Technology, Engineering and Mathematics (STEM) programs that attract and sustain student interest feature learning that is experiential, investigative, hands-on, personally significant to both students and faculty, connected to other inquiries, and suggestive of practical application to students’ lives. Such learning flourishes in a community in which faculty are committed equally to teaching, to maintaining their own intellectual vitality, and to partnering with students in learning, and in which institutional support for such a community exists. The Creative Scientific Inquiry Experience (CSIE) Program at Eastern Michigan University (EMU) is involved in retaining and increasing the number of STEM graduates by including faculty professional development, student connectedness to the sciences and mathematics through academic service-learning, and curricular reform. In this conference paper we report on the success of the CSIE program, including course development, student engagement, student success, especially among underserved students, and sustainability. This work is important because it offers insight into the development, sustainability, and scalability into faculty-driven STEM education reform spanning 15 years. Keywords: STEM education, retention strategies, undergraduate STEM, majors/non-majors

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

2013 ◽  
Vol 115 (3) ◽  
pp. 1-40
Author(s):  
ÜmmüHan YeŞİl Dağli ◽  
Ithel Jones
Keyword(s):  
Academic Success ◽  
School Readiness ◽  
Family Characteristics ◽  
Kindergarten Children ◽  
Third Grade ◽  
Relative Age ◽  
Parental Decision Making ◽  
And Mathematics ◽  
Kindergarten Enrollment ◽  
Reading And Mathematics

Background Research findings suggest that there may be some academic benefits for those children whose kindergarten enrollment is delayed, and the risk of underachievement seems to be greater for children who are younger when they first enter kindergarten. Although kindergarten enrollment occurs naturally, certain child, family, and childcare factors will likely influence parents’ decisions concerning when to enroll their children in kindergarten. Age-of entry studies have often neglected assignment bias results from those preenrollment factors. In addition, prior research has defined children's relative age outside of the immediate environment, as opposed to conceptualizing relative age within the context where children actually learn. Purpose This study examined the relationship between early, on-time, or delayed kindergarten enrollment and children's mathematics and reading achievement from kindergarten through third grade. We predicted that the degree to which delayed, on-time, or early enrollment influences children's reading and mathematics achievement depends on those preenrollment factors that potentially create assignment biases and the relative age of each child to his or her classmates. Research Design The study used the Early Childhood Longtudinal Study, Kindergarten Class of 1998-1999 (ECLS:K). A propensity score stratification model was used to adjust for sample assignment bias resulting from the preenrollment factors. Then, a cross-classified random effects model was applied. Results Results showed that certain child and family characteristics and parents’ perceptions about school readiness were related to when children first enter kindergarten. After controlling for demographic characteristics and propensity scores resulting from pre-enrollment factors, on average, at the beginning of kindergarten, children whose kindergarten enrollment was delayed had the highest scores in reading and mathematics, followed by children who entered kindergarten on time. Yet, in third grade, these differences were negligible. However, children in the delayed group who were also relatively older than their peers outperformed the other groups in third-grade mathematics. Conclusions The results suggest that the academic success or failure of children whose kindergarten enrollment is delayed, early, or on time depends on sociodemographic factors as well as the ages of the children in the same class (e.g., child's age relative to his or her classmates). Policy discussions about age of kindergarten entry or changing cutoff dates should include consideration of factors that influence parental decision making, as well as a child's age relative to his or her classmates.

Reclaiming Funding and Benefits for the Liberal Arts

2017 ◽  
pp. 49-56
Author(s):  
Hilary Burt
Keyword(s):  
Liberal Arts ◽  
Academic Programs ◽  
Economic Environment ◽  
Stem Programs ◽  
Stem Disciplines ◽  
Arts Programs

The current focus on promoting STEM disciplines is, on the surface, an understandable reaction to the present economic environment. But a defense of the liberal arts does not need to be blind to today's economic and educational climates. In fact, now is the time for liberal arts academic programs to modernize and develop. Just as it is clear that proponents of STEM programs should recognize the value of creative and comparative thinking fostered by the broader educational fields, the time has clearly arrived for the liberal arts to also recognize, and be infused with, more practical, tangible training. In addition to enhancing graduates' preparedness for the workforce, these tactics would also buttress the argument for continued funding of liberal arts programs by appealing to the current desire to allocate resources to practical disciplines.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Benefits of a Liberal Arts Education on Effective Business Communication

2021 ◽  
pp. 157-168
Author(s):  
Rachel Wilson ◽  
Amanda Reboulet
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
Leadership Skills ◽  
Liberal Arts Education ◽  
Young Professionals ◽  
Analytical Thinking ◽  
Business Degrees ◽  
And Mathematics ◽  
Creativity And Innovation ◽  
Education Business

With the growing popularity of science, technology, engineering, and mathematics (STEM) degrees, it is important to understand the value of a business degree coupled with a liberal arts education. Business degrees provide one with a multitude of beneficial skills including analytical thinking, problem solving, decision making, critical thinking, and project management. When coupled with a liberal arts education, business degrees become even more powerful providing young professionals with a competitive advantage by creating a more well-rounded individual with a broader education base. In addition to the benefits of a business degree, the liberal arts education provides increased leadership skills, creativity and innovation, adaptability, and both richer native communication and foreign language skills. This chapter focuses on how a liberal arts education provides one with more pronounced, stronger communication skills both written and orally, which directly provides value to businesses.

Multidisciplinary impact – the arts join informal STEM programs

2019 ◽  
Vol 9 (1) ◽  
pp. 81-94
Author(s):  
Betsy Tretola ◽  
Eloise Coupey ◽  
Laurie Meamber
Keyword(s):  
Repeated Measures ◽  
Reasoned Action ◽  
Content Type ◽  
Stem Programs ◽  
Paired Samples ◽  
The Arts ◽  
Hands On ◽  
School Programs ◽  
The Usa ◽  
And Mathematics

Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.

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