Science Majors Research Articles

Promoting Innovation and Practice of Introduction to Artificial Intelligence Course with Curriculum Civics as a Handle

This paper discusses the construction of Civics in the Introduction to Artificial Intelligence course for computer science majors at the Zhejiang Institute of Science and Technology, taking into consideration the rapid development of AI technology and society's increasing demand for skilled computer professionals. The following suggestions are proposed: Firstly, the curriculum should be designed to strengthen the educational content of humanities and social sciences, in order to provide a well-rounded education that complements the technical skills taught in the course. Secondly, during the teaching process of the Introduction to AI course, classroom interaction should be promoted and students should be encouraged to express their personal views. Additionally, assessment of students' comprehensive ability should be emphasized since the application and development of AI technology requires individuals with high-quality comprehensive skills. Thirdly, in the assessment method, there should be a focus on students' innovation and teamwork abilities. Encouraging students to collaborate and innovate in solving practical problems is a crucial part of developing their skills in AI technology. Through the implementation of the above suggestions, students' awareness and understanding of AI technology can be improved, while also enhancing their ability to think critically and problem-solve effectively.

The contribution of data science applications to a green economy

Data science driven applications (e.g., big data and artificial intelligence) can support the transition to a green economy. However, this requires overcoming existing barriers and providing appropriate framework conditions. Based on an analysis of 295 German and US start-ups using data science to create positive environmental impacts, we identify six main obstacles to a greater use of data science for sustainable transformation, and propose six measures that can be used to formulate policy recommendations.This paper examines the intersections between the hoped-for shift toward a green economy and data science (various forms of big data analytics and artificial intelligence). It does so through an analysis of data science applications with environmental relevance developed or deployed by German and US start-ups. The majority of the data science applications identified seek to improve the efficiency of existing products and processes, or to provide information. Applications that support more fundamental transformations of existing production and consumption patterns are fewer in number. To increase the sustainability-related impact of data science, it seems necessary to adjust policy framework conditions. Based on our findings, recommendations for action are presented regarding sustainability-related changes of the legal and regulatory framework conditions.

Teaching Mammalogy in the 21st century: advances in undergraduate education

Abstract In the past 30 years, leaders in undergraduate education have called for transformations in science pedagogy to reflect the process of science as well as to develop professional skills, apply new and emerging technologies, and to provide more hands-on experience. These recommendations suggest teaching strategies that incorporate active learning methods that consistently increase learning, conceptual understanding, integration of subject knowledge with skill development, retention of undergraduate students in science, technology, engineering, and mathematics (STEM) majors, and inclusivity. To gain insight into current practices and pedagogy we surveyed members of the American Society of Mammalogists in 2021. The survey consisted of both fixed-response questions (e.g., multiple-choice or Likert-scale) and open-ended questions, each of which asked instructors about the structure and content of a Mammalogy or field Mammalogy course. In these courses, we found that lecturing was still a primary tool for presenting course content or information (x¯= 65% of the time); nonetheless, most instructors reported incorporating other teaching strategies ranging from pausing lectures for students to ask questions to incorporating active learning methods, such as debates or case studies. Most instructors reported incorporating skill development and inclusive teaching practices, and 64% reported that they perceived a need to change or update their Mammalogy courses or their teaching approaches. Overall, our results indicate that Mammalogy instructors have a strong interest in training students to share their appreciation for mammals and are generally engaged in efforts to increase the effectiveness of their teaching through the incorporation of more student-centered approaches to teaching and learning.

Foreign Students in College and the Supply of STEM Graduates

Do foreign students affect the likelihood that domestic students obtain a STEM degree and occupation? Using administrative student records from a US university, we exploit idiosyncratic variation in the share of foreign classmates in introductory math classes and find that foreign classmates displace domestic students from STEM majors and occupations. However, displaced students gravitate toward high-earning social science majors, so their expected earnings are not penalized. We explore several mechanisms. Results indicate that displacement is concentrated in classes where foreign classmates possess weak English language ability, suggesting that diminished in-class communication and social interactions might play an important role.

Three Principles for Modernizing an Undergraduate Regression Analysis Course

As data have become more prevalent in academia, industry, and daily life, it is imperative that undergraduate students are equipped with the skills needed to analyze data in the modern environment. In recent years there has been a lot of work innovating introductory statistics courses and developing introductory data science courses; however, there has been less work beyond the first course. This article describes innovations to Regression Analysis taught at Duke University, a course focused on application that serves a diverse undergraduate student population of statistics and data science majors along with nonmajors. Three principles guiding the modernization of the course are presented with details about how these principles align with the necessary skills of practice outlined in recent statistics and data science curriculum guidelines. The article includes pedagogical strategies, motivated by the innovations in introductory courses, that make it feasible to implement skills for the practice of modern statistics and data science alongside fundamental statistical concepts. The article concludes with the impact of these changes, challenges, and next steps for the course. Portions of in-class activities and assignments are included in the article, with full sample assignments and resources for finding data in the supplemental materials. Supplementary materials for this article are available online.

A midshipman’s experience in leading the underwater acoustics and sonar class through a sound speed versus temperature experiment

Oceanography and General Science majors are required to take Underwater Acoustics and Sonar during their junior or senior year at USNA. Our studio classroom has eight work stations where students measure sound speed in water. Author RGP was given the unique opportunity to lead her peers and present the sound speed demonstration in class. In this leadership role, it was necessary for RGP to motivate her fellow students as she demonstrated the pulse-echo experiment and emphasized its significance. First, students observed how the apparatus functioned and how to take measurements. Next, they broke into groups of four, and conducted the hands-on experiment as RGP communicated each step. Student pairs worked with the apparatus while two others observed. A learned skill during this process was managing the group in the observing role. This was a challenge. Peer-leadership experiences often required the leader to create an atmosphere of respect due to the lack of hierarchy that exists in the typical professor led classroom. Upon conclusion, RGP realized that there was success because students were able to submit accurate experimental measurements. While balancing an upbeat classroom with a constructive learning environment, RGP found the teaching experience instructional and her peer’s response gratifying.

키워드네트워크 분석을 통한 창의적 교수법 개발 프로그램 내용 특성 비교 분석

Objectives The purpose of this study was to investigate keywords from the main contents of the creative teaching method development program conducted at universities and analyze them through keyword network analysis to compare and explore their connection and interdisciplinary approach. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.
 Methods For this purpose, the matrix between keywords was analyzed through the Krkwic program, and keyword network analysis was conducted with the NodeXL program.
 Results The results of this study are as follows. First, keywords related to online and non-face-to-face classes are emphasized in the creative teaching method development program of universities, and the use of various teaching methods and competency-oriented individualized approaches are prominent. Second, in the comparison by period, there was a difference in the main keywords of the creative teaching method development programs of universities, and in particular, after 2022, digital transformation and metaverse-based education were appeared. Third, there was a difference in the main keywords of creative teaching method development programs of universities by academic field. Humanities majors were ‘creative’ and ‘culture’, social science majors were ‘field’ and ‘problem-centered approaches’, education majors were various teaching methods and inovative curriculum, and natural sciences-engineering majors ‘experiments’ and ‘analysis’ were presented as the main keywords. Medicines majors emphasized a mixture of knowledge and practical applications, and arts and sports majors emphasized practical skills and feedback according to level.
 Conclusions It is judged that the results of this study can serve as the criteria and basic data for the development of competency-based curriculum, hi-flex class model, and convergence subjects in the course of developing teaching and learning methods in the future.

Structural Pathways Between Social Support and Mental Health Among STEM Students: Implications for College Student Psychotherapy

ABSTRACT An abundance of academic resources exists for supporting college students enrolled in science, technology, engineering, and mathematics (STEM) majors. However, the dearth of research on supporting STEM students’ mental health is concerning, as STEM students face unique risks for mental health distress and utilize mental health services at lower rates than their counterparts. To begin addressing this gap in the literature, we found statistically significant structural links from STEM students’ perceived social support from friends and family to increases in their mental health. Results also revealed that male STEM students self-reported higher levels of mental health than female students. Findings are discussed in terms of implications for practice, including how college counselors and psychotherapists can use social support as one method for supporting STEM students’ mental health.

A Career Preparation Course for Biomedical Science Majors Focused on Skills for Diverse Career Paths.

Training in career preparation is vital for biomedical science, microbiology, and related life science undergraduates to know the types of careers available in the field, to obtain employment after graduation, and to be successful in these careers. This is especially critical for historically marginalized students who have lower science, technology, engineering, and math (STEM) retention and lower STEM employment rates. Thus, we developed a career preparation course aimed for second- and third-year students in biomedical science, microbiology, biology, and related majors. This course introduced students to diverse careers via guest speakers and provided training and practice in key career skills, like writing CVs and cover letters. In this curriculum article, we present our course curriculum and resources, evidence of student achievement of learning objectives, and evidence that this course supported growth in constructs like science networking and confidence in future self, which are known to support student STEM retention and success.

Learning biological physics via modeling and simulation: A course for science and bioengineering undergraduates.

Undergraduate physical-science curricula are heavily mathematicized, despite research showing that learning should begin with qualitative phenomena of broad current interest. Meanwhile, undergraduate life-science curricula are often rooted in descriptive approaches, despite the fact that much current research involves quantitative modeling. I'll describe an alternative, an intermediate-level course now embodied in the 2022 edition of the textbook Physical Models of Living Systems. The course is the foundation of Penn's biophysics undergraduate major, as well as a response to rapidly growing interest among students in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional undergraduate courses. The combination of experimental data, modeling, and physical reasoning used in this course represents a new mode of “how to learn” for many of our students. These basic skills are presented in the context of case studies from cell biology, including virus dynamics in single patients, and in populations; bacterial genetics and evolution of drug resistance; statistical inference, with applications to superresolution microscopy and cryo-EM; mechanobiology, for example, catching bonding in immune cell receptors; and cellular control circuits. Outcomes include student reports of improved ability to gain research positions as undergraduates, and greater effectiveness in such positions, as well as students enrolling in more challenging later courses than they would otherwise have chosen. [NSF EF-0928048; CMMI-1548571; PHY-1607611.]

Implementasi Merdeka Belajar melalui Praktik Kewirausahaan Berbasis Digital Masa Pandemi Covid 19

This study aims to develop a model for implementing merdeka belajar (i.e., freedom to learn; independent learning) through digital-based entrepreneurship development practices in the entrepreneurship-supporting industry during the Covid 19 pandemic. This research uses a design-based research method, which is divided into 4 stages, namely: identification and problem analysis, development of program prototypes, program prototype trial and implementarion, and reflection on the design principles. This study focuses on the second stage, which is developing merdeka belajar prototypes through digital entrepreneurship practices using reverse design. The research subjects in this study were students studying humanities and social science majors at the University of Mataram, who were all taken using purposive sampling. In addition, business actors were also involved as informants. The research instrument used observation sheets, project-based assessments, and interviews. Data from the results of the study were analyzed qualitatively. The results of the study show that there are three components in the implementation of merdeka belajar through digital-based entrepreneurial practices, namely; digital-based business design; digital-based batik entrepreneurial products; and digital-based jewelry entrepreneurial products. Students are able to develop products and product-marketing innovations through digital marketing by utilizing various online platforms so that they can support the existence of their business during the Covid 19 pandemic.

A Cross-Cultural Comparison of Attitudes Toward People With Dementia in Communication Science and Disorders Majors

Purpose : This study was designed to 1) explore students’ attitudes toward people with dementia among Communication Science and Disorders (CSD) majors studying in the United States (U.S.) and South Korea and 2) investigate factors shaping each group’s attitudes.BRMethods : 247 U.S. and 152 Korean students completed an online anonymous survey. The survey consisted of 1) background information including demographic, academic, experience, and aspiration items 2) a quiz on aging and dementia 3) the revised Scale of Attitudes toward People with Dementia (rSAPwD). The two groups’ attitudes toward people with dementia was compared using an independent samples t-test. To understand factors affecting each group’s attitudes, stepwise regression analyses were conducted. For the stepwise analyses, the background information and quiz scores were used as predictors of participants’ rSAPwD scores.BRResults : Both groups showed neutral attitudes toward people with dementia. However, the U.S. group scored significantly higher on the rSAPwD compared to the Korean group. Factors important for attitudes of both groups were interest in the aging population, the number of gerontology courses taken, and work experience with older adults. However, some additional factors shaping the two groups’ attitudes differently were also identified. BRConclusions : Preparing CSD students as advocates for people with dementia is crucial to understand and meet the needs of those they will work with in the future. In addition, there are cultural considerations that shape the development of this advocacy. Thus, insight can aid in the refinement of CSD curriculum to better prepare future clinicians. Future investigations of CSD students and clinicians in practice through a cultural lens is necessary to better understand the mechanisms that influence and foster the shaping of dementia-friendly attitudes.

Examining the Relationship Between Components of the MUSIC Model of Motivation and Student Achievement in Computer Programming

Computer programming is often perceived as being difficult to teach and learn. Many researchers have investigated the most effective approaches to teaching computer programming, and the results of such investigations are inconsistent. Despite ongoing investigations into teaching approaches, researchers have not yet focused their studies on determining on which factors affecting student academic motivation educational researchers should focus when they implement pedagogical interventions. The research takes this inquiry forward by investigating the impact of student perceptions of the MUSIC model (i.e., empowerment, usefulness, success, interest, and caring) on learning programming, and by testing for any gender-based differences in those processes and outcomes. The participant body in this study comprised primarily of 97 ‘freshmen’ male and female computer science majors and non-majors, gathered from three 8-week long project-based programming workshops. All of the participants took a coding test and filled out the MUSIC inventory before and after the programming workshops. Although all the motivation-related components of the MUSIC model are important, this study found that students’ perceptions of usefulness, caring, and interest are significantly predictive of their learning successes. With regard to gender, the study found that there were no significant gender-based differences in their perceptions of the motivation-related components of the MUSIC model at the end of the study, while there were significant gender gaps in students’ perceptions of success and caring at the beginning of the study. Recommendations for the design and implementation of computer programming courses are provided.

Postgraduate perspectives on mentoring undergraduate researchers for talent development.

Undergraduate research experiences are critical for the talent development of the STEM research workforce, and research mentors play an influential role in this process. Given the many life science majors seeking research experiences at universities, graduate and postdoctoral researchers (i.e., postgraduates) provide much of the daily mentoring of undergraduate researchers. Yet, there remains little research on how postgraduates contribute to talent development among undergraduate researchers. To begin to address this knowledge gap, we conducted an exploratory study of the experiences of 32 postgraduates who mentored life science undergraduate researchers. We identified four factors that they perceived as enabling undergraduate researcher talent development: undergraduate researcher characteristics, research project characteristics, and mentoring implementation as well as outcomes for both the postgraduate and undergraduate. We then describe a team-based approach to postgraduate mentoring of undergraduate researchers that attends to these factors to provide an example that practitioners can adapt or adopt for their own research groups.

Problem-Solving and Computational Thinking Practices: Lesson Learned from The Implementation of ExPRession Model

Computational thinking ability is one of today's problem-solving methods that can be applied in physics learning. However, it is not yet known by most teachers so it has not been applied optimally in learning activities. This study aims to identify students' problem-solving and computational thinking abilities in solving well-structure physics problems. The subject of this study was the eleven grade majoring in natural science of SMAN 1 Bangunrejo. This type of research is descriptive research. The data used to analyze the students' problem-solving and computational thinking abilities were obtained from the essay test. Based on the results of descriptive analysis, it can be concluded that there is a relationship between students' problem-solving abilities and students' computational thinking abilities. In making a useful description, abstraction and decomposition abilities are needed, while to determine the physics approach and specific application of physics, generalization abiliy are needed. In solving mathematical procedures, algorithm ability are needed and to find out logical progressions, debugging ability are needed.

The Influence of 3-D Model Biological Systems in Understanding Cellular Diversity

This study focused on the influence of instructional 3D Model Biological Systems (MBS) in understanding cell diversity. It determined the academic performance of the students according to content knowledge, quality of the artwork, and communication skills; and determined what group of learners benefited most from using 3D instructional models. It involved 30 second-year high school students in a private school in Imus, Cavite. Data were treated statistically with arithmetic mean, dependent t-test, gain scores, Pearson r Product Moment of Correlation, one-way analysis of variance (ANOVA), F-test, and Tukey multiple comparison test. Findings revealed that the use of 3D instructional cell models was effective in improving the academic performance of the students in terms of content knowledge, quality of the artwork, and communication skills. The computed mean difference of 3.60 and t-value of 10.998 for 29 degrees of freedom, which is 2.756 at a .01 level of confidence, showed a significant difference from their pre-test and post-test scores. This implies that participants obtained much learning on cellular diversity using 3D cell models. All groups of learners benefited most from using 3D instructional cell models thus students’ academic performance in Biology has improved. Thus, the study recommends that 3D instructional models should be used in teaching professional Science subjects such as Biology. More so, similar studies should also be conducted not only in Biology subject but also in Chemistry and Physics courses. Other 3D Model Biological Systems can be used for instruction to Senior High School Science majors and college students. Keywords: Cellular Diversity, 3D Model Biological Systems, General Biology, Cell Models

Summer Clinical Oncology Research Experience (SCORE) Program: Engaging Undergraduates from Diverse Backgrounds in Cancer Research.

Diversifying the future cancer research workforce requires that students engage in cancer research, persist in paths toward science, technology, engineering, mathematics, and medicine (STEMM) fields, and choose cancer research careers. The Summer Clinical Oncology Research Experience (SCORE) Program at Memorial Sloan Kettering, designed in 2010 to engage undergraduate (U) and post-baccalaureate (PB) students from diverse backgrounds in cancer research, is an 8-week summer program pairing an U or PB student with a faculty mentor to conduct cancer research. We report demographics and career paths for 2010-2019 SCORE students. Of 116 students, 112 (97%) attended public universities, and 75 (64%) were in their first 2years of college. Race/ethnicity was Black/African American, 20 (17%); Hispanic/Latinx, 15 (13%); multiracial, five (4%); Asian, 40 (34%); White/Caucasian, 36 (31%). A total of 112 (97%) identified as female; 47 (41%) were first-generation college students, and 85 (73%) were from immigrant families. As of 2021, 114 (98%) persisted in paths toward STEMM careers: 44 (38%) medical school (MS) students, 14 (12%) residents, two (2%) practicing physicians, 12 (10%) pursuing non-MD STEMM advanced degrees, 21 (18%) working in non-MD STEMM fields, 17 (15%) applying to MS, and 4 (3%) U science majors. Cancer research participation significantly increased from 5% pre- to 84% post-SCORE. A total of 63/116 (54%) students subsequently co-authored 152 peer-reviewed publications, including 105 (69%) in oncology. SCORE engaged underrepresented U and PB students in cancer research, and 98% of these students persisted in paths toward STEMM careers. Long-term follow-up is needed to assess the enduring engagement of these underrepresented students in cancer research.

Research on the Talent Cultivation Model of Science and Engineering Majors under the OBE Concept: A Case Study of Mechanical Engineering Major

Research on the Talent Cultivation Model of Science and Engineering Majors under the OBE Concept: A Case Study of Mechanical Engineering Major

Engaging the Entire Learner: Pathway Program Administrators' Experiences of Providing Students with Research Experiences in Academic Medicine.

Pathway programs designed to recruit and retain students from groups historically excluded from science and medicine have focused on providing academic and social support through programs that provide mentored experiences. However, for students in science, technology, engineering, math, and medicine (STEMM) majors, students from underrepresented groups tend to leave science-oriented programs at higher rates than students who are not underrepresented. As such, they are also underrepresented in medical fields, including academic medicine. Insight into how pathway programs contribute to addressing this issue is critical. This study took a qualitative approach to investigating the experiences of pathway program administrators in academic medicine. Interviews were conducted with 12 program administrators working on 8 different programs throughout the country. Interviews were analyzed using directed content analysis while also allowing for the development of new themes based on the data. The codes were organized into 6 overarching themes: mentorship, student engagement, determining program success, administrative time and program logistics, diversity and inclusion, and transition to virtual learning (due to COVID-19). Within each of these themes, program administrators described challenges along with some strategies programs employed to overcome these challenges. The greatest overall challenge described was finding and sustaining relationships with faculty and nonfaculty mentors. To address this issue, many programs have worked within their institutions to incentivize this work. For student engagement, program administrators reported issues with tailoring to skill sets and interests of multiple students while still fostering community. Program administrators have also expanded definitions for determining program success. Program administration is a challenge, and more support staff or time to devote to these programs is often needed. Diversity challenges encompass recruiting faculty and students from groups underrepresented in STEMM and the logistics of getting all necessary accommodations for students. Finally, transition to virtual learning, due to the COVID-19 pandemic, brought about challenges and opportunities.

High School Majors and Future Earnings

We study how high school majors affect adult earnings using a regression discontinuity design. In Sweden students are admitted to majors in tenth grade based on their preference rankings and ninth grade GPA. We find engineering, natural science, and business majors yield higher earnings than social science and humanities, with major-specific returns also varying based on next-best alternatives. There is either a zero or a negative return to completing an academic program for students with a second-best nonacademic major. Most of the differences in adult earnings can be attributed to differences in occupation, and to a lesser extent, college major. (JEL I21, I26, J24, J31)