Fostering a Culture of Creative Interdisciplinary Innovation at Texas A&M University

2012 ◽  
Vol 2 (1) ◽  
pp. 10-23
Author(s):  
Autum Casey ◽  
Jeffrey M. Morris
Keyword(s):  
Performance Studies ◽  
Interdisciplinary Collaboration ◽  
Music Performance ◽  
Public Performance ◽  
College Town ◽  
Theatre Arts ◽  
Human Element ◽  
Science Technology ◽  
And Mathematics ◽  
The University

As a relatively young department in an aesthetically conservative, remote college town, the Department of Performance Studies at Texas A&M University is building a culture of innovation through strategic facility development, a focus on students sharing work through public performance, and a commitment to interdisciplinary collaboration. The authors have embraced the celebrated strengths of their university in STEM fields (Science, Technology, Engineering, and Mathematics) by developing interdisciplinary experiences and inspiring facilities (through technology and curriculum grants). These experiences contribute to the university at large by demonstrating how technology can connect with the human element and how technology impacts human expression. The authors’ Music, Performance Studies, and Theatre Arts students benefit by joining the faculty in exploring the new and also rediscovering the traditional.

Preparing Students to Engage the Arts in the 21st Century

2015 ◽  
pp. 188-204
Author(s):  
Jeffrey M. Morris
Keyword(s):  
21St Century ◽  
Performance Studies ◽  
Interdisciplinary Collaboration ◽  
Stem Fields ◽  
Public Performance ◽  
Human Element ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
The University

The Department of Performance Studies at Texas A&M University is building a culture of innovation through strategic facility development, a focus on students sharing work through public performance, and interdisciplinary collaboration. The department has embraced the celebrated strengths of our university in STEM fields (Science, Technology, Engineering, and Mathematics) by developing interdisciplinary experiences and inspiring facilities (through technology and curriculum grants). These experiences contribute to the university at large by demonstrating how technology can connect with the human element and how technology impacts human expression. Students benefit by joining faculty in exploring the new and also rediscovering the traditional.

scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

scholarly journals A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes

2016 ◽  
Vol 15 (1) ◽  
pp. ar6 ◽  
Author(s):  
Justin D. Lewin ◽  
Erin L. Vinson ◽  
MacKenzie R. Stetzer ◽  
Michelle K. Smith
Keyword(s):  
High School Teachers ◽  
Instructional Behaviors ◽  
Instructional Style ◽  
Science Technology ◽  
Peer Discussion ◽  
The Status ◽  
And Mathematics ◽  
The University ◽  
University Science ◽  
Targeted Professional Development

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.

scholarly journals Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

2021 ◽  
Vol 20 (3) ◽  
pp. ar48
Author(s):  
Austin L. Zuckerman ◽  
Stanley M. Lo
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Figured Worlds ◽  
Student Experiences ◽  
Transfer Student ◽  
Degree Programs ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
University Setting

Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.

scholarly journals Moving university hydrology education forward with geoinformatics, data and modeling approaches

2012 ◽  
Vol 9 (2) ◽  
pp. 2601-2628 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Digital Curriculum ◽  
Science Technology ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Diversamente scienza

2020 ◽  
Keyword(s):  
Academic Career ◽  
Academic Research ◽  
Research Staff ◽  
Gender Parity ◽  
Science Technology ◽  
The World ◽  
And Mathematics ◽  
Diversity Committee ◽  
University Of Florence ◽  
The University

This work originates from the conference organized by the Equity and Diversity Committee of the University of Florence and the National Conference of the Gender Parity Organisms of the Italian Universities held in Florence the 12th October 2018. The papers here collected illustrate the obstacles that women encounter in their academic career, especially in the STEM (Science, Technology, Engineering, and Mathematics). The issues the volumes deals with are still worth taking into consideration considering that women represent only the 30% of the academic research staff at the world level and that only the 30% of women students choose STEM faculties.

scholarly journals Impact of International Coauthorships to A Young Malaysian University Specializing in Science, Technology, Engineering and Mathematics (STEM)

2019 ◽  
Vol 39 (5) ◽  
pp. 238-243
Author(s):  
Cheng Yee Ng ◽  
Zahiraniza Mustaffa ◽  
Kurian V John
Keyword(s):  
Teaching And Learning ◽  
Citation Count ◽  
Global Dimension ◽  
Faculty Members ◽  
The Other ◽  
Research Article ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
The Impact

Internationalization is defined as a process of integrating an international, intercultural, or global dimension into the teaching and learning of education.  International co-authorship in research article is one of the means of collaboration towards internationalization.  This paper investigates the impact of international co-authorship in the field of Science, Technology, Engineering and Mathematics (STEM) for a specialised young university (<50 years old).  The study focused on approximately 9450 articles and the citations ranging from 2012-2017.  The impact due to annual article publication, annual citation count, most cited article, annual citation per article and the correlation between the publication and citation were analysed. The finding shows that faculty members of the university have been collaborated with authors from 86 countries since 1997, which dominated by Asian institutions.  Amongst, top 30 countries with highest international co-authored publications were identified, which led by Pakistan, Saudi Arabia, India, United Kingdom and Japan.  Further in detail, annual citation per article (Cpp) showed that collaborations with European countries e.g. Spain, Netherlands, and Hungry, resulting greater mean Cpp.  On the other hand, the analysis on the cumulative citation trend illustrated that the citation count is proportional to the number of articles.  This study evinced that international co-authorship does show positive impacts to a STEM specialised young university. 

scholarly journals Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar50 ◽  
Author(s):  
Jennifer C. Drew ◽  
Sebastian Galindo-Gonzalez ◽  
Alexandria N. Ardissone ◽  
Eric W. Triplett
Keyword(s):  
Underrepresented Minorities ◽  
Science Program ◽  
Transfer Program ◽  
Underrepresented Minority ◽  
University Of Florida ◽  
Bachelor Of Science ◽  
Science Technology ◽  
Participation Of Women ◽  
And Mathematics ◽  
The University

The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach.

scholarly journals Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Sarah L. Sheffield ◽  
Meghan L. Cook ◽  
Victor J. Ricchezza ◽  
Guizella A. Rocabado ◽  
Fenda A. Akiwumi
Keyword(s):  
United States Of America ◽  
The United States ◽  
South Florida ◽  
Major Influence ◽  
Inclusive Classroom ◽  
Structured Interviews ◽  
Science Courses ◽  
Science Technology ◽  
And Mathematics ◽  
The University

AbstractMore diverse representation in undergraduate classrooms may be an important step towards turning science, technology, engineering, and mathematics (STEM) disciplines into more inclusive communities. In the United States of America, the individuals whose work is discussed in typical introductory science courses collectively do not represent the diversity of students’ identities in the classroom and further reinforce existing stereotypes of scientists as male, white, and aged. Here we report on the implementation of a semester-long intervention in an introductory-level geoscience course at the University of South Florida, USA. We introduced students to individuals with marginalized identities who are either scientists or have had a major influence on science and conducted semi-structured interviews with students from the course’s previous semesters. Analyses of these interviews indicate that participants with marginalized and non-marginalized identities broadened their preconceptions of who belongs in science and the range of identities among scientists. We suggest that interventions like these could foster feelings of belonging in the STEM community and, with repeated efforts, reduce harmful stereotyping and microaggressions against underrepresented scientists.

Project ESTEEM

1999 ◽  
Vol 92 (2) ◽  
pp. 180
Keyword(s):  
Eighth Graders ◽  
Science And Engineering ◽  
Regional Center ◽  
Science Technology ◽  
Miami University ◽  
National Science ◽  
University Of Cincinnati ◽  
And Mathematics ◽  
The University

ESTEEM (Exploration of Science, Technology, Engineering, and Mathematics) is a one-weeklong day camp offered at Miami University, in Oxford, Ohio, in partnership with Miami University and the Minorities in Mathematics, Science, and Engineering (M2SE) program. M2SE, which is associated with the University of Cincinnati, was originally funded as part of a National Science Foundation's Comprehensive Regional Center for Minorities program. Project ESTEEM builds on academicyear M2SE program activities by providing rising seventh- and eighth-graders with a summer opportunity to explore science, technology, engineering, and mathematics.

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