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

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.

scholarly journals ASPERLABS: OPEN SOURCE VIRTUAL LABORATORIES FOR STEM EDUCATION

2020 ◽  
Vol 2 (5) ◽  
pp. 29-37
Author(s):  
Muhammad Alif Mohammad Latif ◽  
Mohd Ezad Hafidz Hafidzuddin ◽  
Marina Mohd Top@Mohd Tah ◽  
Norihan Md Arifin
Keyword(s):  
Open Source ◽  
Stem Education ◽  
Skill Acquisition ◽  
Low Cost ◽  
Virtual Laboratory ◽  
Stem Programs ◽  
Main Challenge ◽  
Virtual Laboratories ◽  
Foundation Program ◽  
And Mathematics

The main challenge in the development of scientific education in Malaysia is the lack of interest in science among students. One of the reasons for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Physical experiments increase the costs due to their required equipment, space, and maintenance staff. A virtual laboratory can provide a cost-efficient way to organize high-quality laboratory work for many students. It is a damage resistance laboratory, thus opening the possibility to learn from mistakes. In Science, Technology, Engineering, and Mathematics (STEM) education, virtual laboratories can offer effective scientific exploration at a low cost. The objective of this research is to develop a platform for open-source virtual laboratories for STEM education inside and outside of Universiti Putra Malaysia (UPM). The virtual laboratory initiative is known as “AsperLabs”. This web-based interface offers several open-source virtual experiments for three subjects including physics, chemistry, and biology. Asperlabs have been utilized at Foundation level in UPM and STEM programs at local secondary schools. It has received positive feedback from students on both levels and will be included in the course materials for Foundation Program at UPM in the near future.

scholarly journals A Collective Impact Model Towards Increasing STEM Major Student Retention

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 21-30
Keyword(s):  
Student Retention ◽  
Stem Education ◽  
Research Effort ◽  
Retention Rates ◽  
Collective Impact ◽  
Impact Model ◽  
Stem Majors ◽  
Stem Major ◽  
And Mathematics ◽  
Hispanic Serving

This article presents the research findings of a multidisciplinary team's collective research effort at one university over a five-year period as funded by the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program. A collaborative learning and retention action research effort at a large Hispanic Serving Institution is analyzed using mixed methods to document the power of collective impact as the foundation for a learning support model for students historically underrepresented majoring in science, technology, engineering and mathematics (STEM) academic programs. The actions of the team of researchers are presented to describe the Rising Stars Collective Impact model and the impacts achieved. This is a model that aligns objectives, intervention efforts, and reports collective results. The long-term goals of the Rising Stars Collective Impact multiple programs managed by the funded program team included the following: (a) to improve the campus sense of community for students historically under-represented in STEM, (b) to establish innovative and robust STEM education research-based practices to support critical skill attainment for students, and (c) to support faculty understanding of the funds of knowledge of diverse students. The positive student retention and success impacts of this research effort are measured through quantitative statistical analysis of the changes in second-year STEM undergraduate student retention rates and representation rates of women, Hispanics, and African American STEM majors.

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.

Using Community Events to Enliven STEM Education

2017 ◽  
Vol 23 (6) ◽  
pp. 376-379
Author(s):  
Michelle Daml
Keyword(s):  
Stem Education ◽  
Local Community ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
The Many ◽  
Mathematics Department

This article explores the many ways in which teachers can easily use STEM topics to incorporate local community events into their lessons. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

scholarly journals STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

2016 ◽  
Vol 15 (4) ◽  
pp. es8 ◽  
Author(s):  
Amy B. Mulnix
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Faculty Members ◽  
Pedagogical Change ◽  
Emergent Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Education Reform

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.

scholarly journals On the Intergenerational Transmission of STEM Education among Graduate Students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Diana Chise ◽  
Margherita Fort ◽  
Chiara Monfardini
Keyword(s):  
Intergenerational Transmission ◽  
Stem Education ◽  
Barriers To Entry ◽  
Stem Fields ◽  
Intergenerational Relationship ◽  
Legal Studies ◽  
Stem Programs ◽  
Administrative Dataset ◽  
Science Technology ◽  
And Mathematics

AbstractWe provide novel evidence on the existence and extent of the intergenerational transmission of STEM (science, technology, engineering and mathematics) education using a recent large administrative dataset of Italian graduates obtained from the AlmaLaurea survey. We find sizeable intergenerational associations in university graduation from STEM programs and demonstrate that these varies strongly according to both the parent’s and the child’s gender. The paternal outweighs the maternal intergenerational relationship and is larger for sons than for daughters. While the documented STEM education transmission is not driven by parental liberal profession for most STEM fields, this is the case for some non-STEM fields (economic and legal studies), consistent with the presence of barriers to entry into some professions.

Using Weather to Teach Graphing

2014 ◽  
Vol 21 (4) ◽  
pp. 249-253
Author(s):  
Mi Yeon Lee
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Students ◽  
Stem Education ◽  
Student Interest ◽  
School Students ◽  
Technology Knowledge ◽  
Science Technology ◽  
And Mathematics ◽  
Wind Vane

This multipurpose activity can be used in STEM education with elementary school students to reinforce scientific concepts of such weather components as temperature, precipitation, clouds, and wind by integrating manipulation of online apps (technology), knowledge of graphing and data analysis (mathematics), and creation of a wind vane (engineering). iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.

scholarly journals Gender Inequality in STEM Employment and Earnings at Career Entry: Evidence from Millennial Birth Cohorts

2021 ◽  
Vol 7 ◽  
pp. 237802312110643
Author(s):  
Tom VanHeuvelen ◽  
Natasha Quadlin
Keyword(s):  
Labor Market ◽  
Stem Education ◽  
First Year ◽  
Gender Inequalities ◽  
Birth Cohorts ◽  
Market Outcomes ◽  
College Majors ◽  
Stem Majors ◽  
First Year College ◽  
And Mathematics

Although science, technology, engineering, and mathematics (STEM) majors remain male dominated, women’s greater enrollment in STEM is one of the greatest transformations to occur in U.S. higher education in the past half century. But to what extent have women’s gains in STEM enrollment translated to greater parity in labor market outcomes? Although the challenges women face in STEM have been well documented, questions about the influence of gender for STEM employment and earnings differences remain. In the present research, the authors use data from recent birth cohorts in the American Community Survey between 2009 and 2018 (starting with the first year college majors were available in the survey) and a reweighting technique from labor economics to track the evolution of gender inequalities in STEM employment and earnings inequality among STEM work at the onset of labor market entry. Even among a sample expected to produce highly conservative gender differences, sizable gender inequalities in STEM employment are observed. The authors show that despite women’s gains in STEM education among recent cohorts, women with STEM degrees face employment prospects in STEM work that more closely resemble those of men without STEM degrees than men with STEM degrees. Moreover, although modest gender earnings gaps eventually emerge for those without STEM degrees, large gaps occur at the outset of employment for STEM workers. Thus, although STEM education provides important opportunities for women’s earning potential, it may be less effective in itself to address significant gender inequalities among STEM employment.

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