Science, Technology, Engineering And Math Disciplines Research Articles

An Evaluation Tool for Extracurricular Activities to Reduce the Gender Gap in Computer Science

In the last few years, workforce with STEM (Science, Technology, Engineering and Math) competencies has proved to be crucial for countries' innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM and, in particular, in ICT and computer science fields, both among workers and degree holders: this gap hinders the possibility for ICT employment to be strengthened and for women to take advantage of career opportunities, thus perpetuating gender inequalities in these disciplines. To counteract these effects and attract girls towards ICT-related fields of study and careers, several initiatives have been organised all around the world, such as summer camps and dedicated extracurricular activities. However, these initiatives are usually not supported by proper evaluation tools allowing researchers and practitioners to understand the actual benefits of the carried-out activities on girls' competencies and future attitudes. In this paper, we propose an evaluation tool for extracurricular activities aimed at reducing the gender gap in ICT. The proposed tool aims at capturing both a quantitative and a qualitative evaluation, including an Implicit Association Test (IAT) along with a more traditional questionnaire consisting of thematic sections designed to analyse various aspects of the activities' impact on girls. The tool has been applied in the context of two summer camps related to national and international projects aimed at attracting girls towards computer science and STEM disciplines: the ‘Digital Girls’ project, organised since 2014 by the University of Modena and Reggio Emilia in collaboration with other universities and local institutions, and the “STEM for Future” Erasmus+ project. Based on the results obtained by the summer camp case studies, we discuss some critical elements that can hinder the efficacy of the evaluation tool, giving suggestions to overcome these potential issues.

Quantification of Learning Gains in a Science CURE: Leveraging Learning Objectives to Substantiate and Validate the Benefits of Experiential Education

Course‐based Undergraduate Research Experiences (CURE) aim to provide college students with hands‐on experiences to develop research skills and complex thinking. Development of these abilities is invaluable as students undertake further education and begin critical professions. Regardless of eventual career aspirations, CUREs make it possible for every student to experience the enchantment of science in its authentic form. Performing research serves to galvanize inquiring minds that serve as role models for future generations of scientists. Science, Technology, Engineering and Math (STEM) disciplines as a whole suffer from high rates of student attrition. Notably, students from underrepresented groups enter STEM disciplines at similar rates and with similar interest levels as White students, but do not persist at the same rates. CUREs have proven to be an indispensable model to expose every student, regardless of race, socioeconomic status or family obligations, to the process of science first hand. While many CURE curricula are freely available online, faculty are hesitant to adopt this new style of teaching. Using established anticipated learning outcomes (ALO) designed specifically for the Biochemistry Authentic Student Inquiry Laboratory (BASIL) CURE, this study aims to gauge student learning objective mastery quantitatively. Likert scale‐based analysis is employed to evaluate the level of content mastery student responses demonstrate. Assignment questions were designed to correspond to the most critical learning objectives, as identified by BASIL faculty. Researchers spent significant effort designing and refining laboratory assignment questions that correspond to and can reliability and consistently to gage mastery of the ALOs.Data of student mastery spanning 4 semesters will be discussed. Students showed significant learning gains in all four semesters/modalities. Greater mastery of bioinformatic ALOs during remote learning shows quality education can be enhanced and improved by technology. The student’s mastery of wet‐lab ALOs coincided with our findings that lab courses need enhanced strategies to teach critical STEM lab‐research skills in an online setting. Novel assessment and instruction strategies targeted to learning mastery gaps identified as part of this work will pave the way for wider CURE adoption. Ultimately, serving as a platform to expose every undergraduate student to vital STEM research experiences.

Women\u2019s career confidence in a fixed, sexist STEM environment

BackgroundInnovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women and underrepresented groups in STEM, creating a chilly and hostile environment. Research has focused on the mechanisms that contribute to STEM engagement and interest at the K-12 and undergraduate level, but the mechanisms that predict sustained engagement at the graduate level have not been studied.ResultsIn a longitudinal study of doctoral students in STEM disciplines, we demonstrate that students’ beliefs that their STEM colleagues believe intelligence is a fixed (vs. malleable) trait undermine women’s engagement in STEM. Specifically, perceiving a fixed ability environment predicts greater perceptions of sexism, which erode women’s self-efficacy and sense of belongingness and lead women to consider dropping out of their STEM career.ConclusionThese findings identify one potential pathway by which women leave their STEM fields, perpetuating gender disparities in STEM.

Public perceptions of the STEM learning ecology – perspectives from a national sample in the US

ABSTRACT Global interest in STEM (science, technology, engineering, and math) literacy necessitates studying public perceptions of the STEM learning ecology – the spectrum of settings where people encounter STEM. By expanding on the STEM learning ecosystem focused on youth’s structured learning, we explore settings where lifelong learners encounter STEM in their daily lives. We conducted a nationwide study with the US public describing where and how people engage with STEM. Results show that the public encounters each STEM discipline with similar frequency in various informal settings. Settings resonate uniquely with the public regarding STEM disciplines, topics, and modes of learning. Specifically, science centres are the standard for informal STEM learning, and are associated most closely with the experiences outlined above. Other informal learning centres are perceived to cover aspects of that ecology. Zoos are seen as places to learn most about animals and related topics (e.g., animal behaviour), and aquariums for teaching about water quality. Comparatively, science centres are thought to provide opportunities to learn about broader STEM topics, including climate change. We highlight that informal learning settings can advance STEM learning by explicitly prioritizing each STEM discipline in programmes, and by identifying strategies to measure the public’s informal STEM learning.

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum

English Language Learners (ELLs) in the U.S. have recently received growing attention in educational researchbecause of their struggle in academic performance, especially after the launch of the Common Core State Standards(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests inEnglish language regardless of their proficiency level in reading. Despite increased focus and resources ofimplementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strongevidence that ELL students do not attain commensurate performance when compared to their nativeEnglish-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, therehas been much discussion in the educational field that the acronym STEAM should be further evolved into STREAMby integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Readingcurriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practicalclassroom strategies for classroom teaching and instruction are discussed.

Deep teaching in a college STEM classroom

The retention of underrepresented students remains a significant challenge in the STEM (Science, Technology, Engineering and Math) disciplines. A broad range of studies across several disciplines have shown that conventional approaches to STEM instruction may have been unintentionally exclusive to students whose ethnicities are not traditionally represented in the STEM fields. This ‘exclusive’ classroom atmosphere has emerged as a major reason for the attrition of underrepresented minority students from STEM majors. In this manuscript, I describe a conceptual model called Deep Teaching, describing how pedagogical transformation incorporating practices that are more inclusive can occur. The model marks an evolution from other frameworks advancing inclusive instruction in higher education by advocating for the primacy of Freirean philosophy when thinking about self and student. Using specific examples, I discuss how a sequential approach to understanding ourselves and empathizing with students puts the instructor in a better position to create enduring, positive classroom climates. I also describe considerations necessary for various contexts, and suggestions for continued commitment to inclusive pedagogy in the long-term.

Institutions Developing Excellence in Academic Leadership (IDEAL)

PurposeThe purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic Leadership (IDEAL) during 2009–2012. The goal of IDEAL was to create an institutional learning community empowered to develop and leverage knowledge, skills, resources and networks to transform academic cultures and enhance gender equity, diversity and inclusion in science, technology, engineering and math (STEM) disciplines at six research universities in the northern Ohio region. Over the three-year period, these institutions developed academic leaders and institutionalized gender equity transformation through multi-dimensional and multi-level initiatives, improving the advancement and leadership of women faculty in STEM disciplines.Design/methodology/approachThe authors describe the objectives, activities and outcomes of the NSF ADVANCE project, IDEAL during 2009–2012. The six research institutions included in IDEAL were Bowling Green State University, Case Western Reserve University (the lead institution), Cleveland State University, Kent State University, University of Akron and University of Toledo.FindingsIDEAL’s outcomes included the institutionalization of a number of gender equity initiatives at each university, an increase in the number of tenured women faculty in science and engineering disciplines over three years across the six universities, and increases in the numbers of women in faculty and administrative leadership positions. Out of 62 of the IDEAL participants (co-directors and change leaders), 25 were promoted or appointed to roles of leadership within or beyond their institutions during or after their participation in IDEAL. A number of new institutional collaborations and exchanges involving the six universities occurred during and emerged from IDEAL. An integrative model of the IDEAL program is developed, describing the nested components of each institution’s gender equity transformation within the IDEAL partnership consortium and the larger NSF ADVANCE community, and highlighting the dynamic interactions between these levels.Social implicationsThe IDEAL program demonstrates that systemic change to achieve equity for women and underrepresented minority faculty in STEM disciplines must be rooted on individual campuses but must also propagate among higher education systems and the broader scientific community. The effort to develop, sustain and expand the IDEAL partnership model of institutional transformation (IT) in higher education illuminates how innovative, context-sensitive, cost-effective and customized institutional strategies may be implemented to advance gender equity, diversity, inclusion and leadership of women faculty at all levels across the country.Originality/valueThis is an original description of a unique and distinctive partnership among research universities to foster gender equity IT. The manuscript details the objectives, activities and outcomes of the IDEAL program, established with the aim of broadening participation in the STEM academic workforce and advancing gender equity, diversity and inclusion in institutions of higher education. An integrative model is developed, illustrating the key components and outcomes of the IDEAL program.

Innovative Teaching and Learning Strategies in Kinesiology

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

Biophysics in the Undergraduate Curriculum

Recently there have been multiple calls for curricular reforms to develop new pathways to the science, technology, engineering and math (STEM) disciplines. In response, I propose a conceptual framework for quantitative scientific modeling skills that are useful across all the STEM disciplines. The approach actively engages students in a process of directed scientific discovery using Monte Carlo simulations and finite difference methods using the “Marble Game” as a model system. In a “Student Assessment of their Learning Gains” (SALG) survey, students identified this approach as producing “great gains” in their understanding of real world problems and scientific research. Students build a conceptual framework that applies directly to random molecular-level processes in biology such as diffusion and interfacial transport. It is also isomorphic with a reversible first-order chemical reaction providing conceptual preparation for chemical kinetics. The computational and mathematical framework can also be applied to investigate the predictions of quantitative physics models ranging from Newtonian mechanics through RLC circuits. To test this approach, students were asked to derive a novel theory of osmosis. The test results confirm that they were able to successfully apply the conceptual framework to a new situation under final exam conditions. The marble game thus provides a pathway to the STEM disciplines that includes quantitative biology concepts in the undergraduate curriculum - from the very first class. DUE-0836833 http://circle4.com/biophysics.

3D Printed Tactile Learning Objects: Proof of Concept

Image-based learning objects produced today are primarily designed for the virtual world and are not easily accessible to blind or visually impaired students. The opportunity to 3D print images from disciplines such as anatomy, histology, cell biology, astronomy, and geology has opened new vistas for the construction of tactile learning objects made for the real world rather than the digital world. This paper provides a “proof of concept” for the idea of more widespread production of tactile learning objects mirroring the design of virtual learning objects, especially in STEM (science, technology, engineering, and math) disciplines where there is heavy use of images from microscopes, telescopes, and satellites. Evidence promoting the production of 3D printed braille is also provided. It is further suggested that many virtual learning objects may need to be redesigned using 3D printing so they may be made touchable for a more complete tactile learning experience.

A new pathway to STEM ‐ the marble game

Recently there have been multiple calls for curricular reforms to develop new pathways to the science, technology, engineering and math (STEM) disciplines. The Marble Game answers these calls by providing a conceptual framework for quantitative scientific modeling skills useful across all the STEM disciplines. The approach actively engages students in a process of directed scientific discovery. In a “Student Assessment of their Learning Gains” (SALG) survey, students identified this approach as producing “great gains” in their understanding of real world problems and scientific research. Using the marble game, students build a conceptual framework that applies directly to random molecular‐level processes in biology such as diffusion and interfacial transport. It is also isomorphic with a reversible first‐order chemical reaction providing conceptual preparation for chemical kinetics. The computational and mathematical framework can also be applied to investigate the predictions of quantitative physics models ranging from Newtonian mechanics through RLC circuits. To test this approach, students were asked to derive a novel theory of osmosis. The test results confirm that they were able to successfully apply the conceptual framework to a new situation under final exam conditions. The marble game thus provides a pathway to the STEM disciplines that includes quantitative biology concepts in the undergraduate curriculum ‐ from the very first class.Student modules (and instructor guides) are available for testing and evaluation at http://circle4.com/biophysics. Support from the NSF (Grant DUE‐0836833) is gratefully acknowledged.

Historically Black Colleges and Universities Can Promote Leadership and Excellence in STEM (Editor’s Commentary)

In 2012, President Barack Obama introduced a plan to increase the number of science, technology, engineering and math (STEM) graduates by 1 million over the next 10 years through the President's Council of Advisors on Science and Technology initiative (Seadler, 2012). Historically Black colleges and universities (HBCUs) play a pivotal role in helping the United States of America achieve a national priority to expand careers in STEM disciplines. HBCUs graduate 40 percent of Black students graduating with degrees in biological science, physics, chemistry, astronomy, environment sciences and mathematics (Jackson, 2013; Owens et al., 2012; Palmer, Davis, & Thompson, 2010).The purpose of this article is to elucidate factors that are important to the long-term success of HBCUs in preparing STEM students, by summarizes data from the Minority Male STEM Initiative (MMSI), which was collected by The Association of Public and Land-grant Universities (APLU). Although the surveys focused on the needs of minority males, both male and female STEM students participated in the surveys. The purpose of the MMSI surveys were to understand how university administrators, STEM faculty, and students of color in STEM disciplines currently navigate the path to recruiting, retaining and graduating underrepresented students in STEM disciplines.The original study focused on STEM students from 1,442 underrepresented students across 14 institutions, including 3 HBCUs. However, this report will outline findings that are relevant to HBCUs. Details of the survey instruments, procedures, methods of recruitment, and participants are available in A Quest for Excellence (Toldson & Esters, 2012). Survey results revealed a variety of characteristics and practices of the institutions, faculty, and administrators who prepare minority students for STEM fields.Lesson Learned from STEM Faculty and University AdministratorsContent analysis methods were used to summarize faculty members' and administrators' optional open-ended comments regarding their universities' commitment to recruiting, retaining and graduating minority students in STEM fields. The number of unique comments made about university practices were identified and then manually sorted into three broad categories: proactive practices, ambivalence or indifference, and obstructive practices. SPSS Text Analysis for Surveys was used to facilitate manual coding and sorting of the comments into more discrete categories.Recruitment and OutreachFaculty and administrators were asked to describe any recruitment or outreach activities by their institution specifically designed to encourage underrepresented students to consider a major and career in the STEM disciplines. Of the more than 200 faculty members and administrators who took the survey, only 33 provided a response to this inquiry.Institutions with proactive practices were able to list specific programs and initiatives that bolstered outreach efforts. Specific programs listed included the National Science Foundation (NSF) Bridge to the Doctorate Program, Alliance for Minority Participation (AMP), Upward Bound, and university-initiated minority programs. Many other university representatives gave statements that reiterated their commitment, which listed specific programs. Several respondents noted that they were not aware of any university initiatives to recruit students of color in STEM disciplines. Key terms included scholarships, mentors, faculty, community, research experiences, and learning community.Evaluating SuccessFaculty and administrators were asked how their institution evaluates the success of its efforts to attract, recruit, retain, and graduate students of color in STEM fields. In total, 43 participating faculty members and administrators responded to the inquiry. Most of the respondents who indicated that they have a formal evaluation process were mandated to collect data to maintain external funding. …

Teaching Introductory Stem with the Marble Game

Recently there have been multiple calls for curricular reforms to develop new pathways to the science, technology, engineering and math (STEM) disciplines. The Marble Game answers these calls by providing a conceptual framework for quantitative scientific modeling skills useful across all the STEM disciplines. The approach actively engages students in a process of directed scientific discovery. In a "Student Assessment of their Learning Gains" (SALG) survey, students identified this approach as producing "great gains" in their understanding of real world problems and scientific research. Using the marble game, students build a conceptual framework that applies directly to random molecular-level processes in biology such as diffusion and interfacial transport. It is also isomorphic with a reversible first-order chemical reaction providing conceptual preparation for chemical kinetics. The computational and mathematical framework can also be applied to investigate the predictions of quantitative physics models ranging from Newtonian mechanics through RLC circuits. To test this approach, students were asked to derive a novel theory of osmosis. The test results confirm that they were able to successfully apply the conceptual framework to a new situation under final exam conditions. The marble game thus provides a pathway to the STEM disciplines that includes quantitative biology concepts in the undergraduate curriculum - from the very first class.

Sex differences on g and non-g intellectual performance reveal potential sources of STEM discrepancies

The analysis of sex differences in cognitive abilities is largely confusing because these differences are masked by the pervasive influence of the general factor of intelligence (g). In this study a battery of five reasoning tests (abstract [AR], numerical [NR], verbal [VR], mechanical [MR], and spatial [SR]) was completed by a sample of 3233 young and old adolescents representative of the population. Using a latent variable approach, mean differences on the general factor were estimated after examining measurement invariance. Results show that the difference, favoring boys in latent g increases with age from two to four IQ points. Further, boys outperform girls in all the subtests and the observed differences were generally explained by g. However, mechanical reasoning is a systematic and strong exception to this finding. For the young adolescents, the observed difference in MR is equivalent to 10 IQ points, and this difference increases to 13 IQ points for the old adolescents. Only 1 (young) or 2 (old) IQ points of the sex difference in MR can be accounted for by g. The findings suggest that the persistent – and usually neglected average large advantage of boys in mechanical reasoning (MR) — orthogonal to g – might be behind their higher presence in STEM (science, technology, engineering, and math) disciplines. A new look at this relevant social issue is proposed in this study.

UNC Charlotte Mentor Program Supports Mid‐Career Faculty

Universities generally do a good job in helping to acclimate new faculty, often through mentoring programs. But often mid-career tenured faculty are left to blaze their own trails for promotion to full professor. We in the ADVANCE Faculty Affairs Office at the University of North Carolina at Charlotte are convinced that formal mentoring and other structured support can benefit mid-career faculty, especially women and underrepresented minorities, and particularly in the science, technology, engineering and math (STEM) disciplines. Our university-wide formal mid-career mentoring initiative began three years ago under our National Science Foundation ADVANCE grant, now in its fifth year. The grant seeks to create an institutional environment to support the recruitment, retention and academic success of faculty who are women and underrepresented minorities especially those in STEM disciplines, and to increase the success of all faculty. We have now institutionalized several ADVANCE initiatives, including those for mentoring mid-career and new faculty. We continue to measure the impact and listen to our faculty. National research has identified common barriers for mid-career faculty, especially women and underrepresented minorities. Among the most significant are lack of clarity about promotion criteria, inaccurate perceptions of the roles of full professors, a lack of mentoring and disproportionate service demands. To validate whether the same concerns existed on our campus, in 2008 and 2009 we held focus groups with STEM women faculty and surveyed all associate professors. They listed strikingly similar barriers to those in the national research. A majority of women and men felt criteria for promotion to professor were unclear; less than one-third reported receiving career guidance from their chairs; and more than half felt that mid-career mentoring would help them to prepare. Women were significantly less likely to agree that promotion decisions are made fairly and not influenced by gender, race or other nonperformance factors. We wanted to meet the common concerns of associate professors, while also responding to departmental or college-specific needs, plus create support structures specifically for female mid-career faculty. A common development plan helps associate professors to more intentionally follow structured self-assessment and goal-setting processes. The plan remains constant, while the methodology for coaching and mentoring varies. Initial results signal success. We measure these factors: participation of eligible faculty, faculty initiation of peer mentoring groups, participant satisfaction and early promotion data. Five of the six women promoted to full professor had participated in at least one initiative. The ADVANCE Faculty Affairs Office originated the initiative, while also seeking the active support of campus leaders. Dr. Joan Lorden, provost and vice chancellor for academic affairs, is principal investigator for the ADVANCE grant and is very visible in the mid-career mentoring efforts. Dr. Yvette Huet is faculty director and a biology professor. Dr. Kim Buch, a psychology faculty member and former ADVANCE faculty director, coordinates the mid-career mentoring. To clarify promotion criteria and showcase academic leaders' support, we launched the Faculty Forum, a panel of all deans and the provost on the topic Pathways to Full Professor. To increase common understanding, all associate professors and members of review committees are invited to attend. To bring others into the discussion, we organized a Charting Your Path Conference in spring 2011 for female associate professors in STEM disciplines and their administrators. Provosts, deans, associate deans and faculty members spoke to attendees from the UNC System campuses and nearby private schools. To track progress, we conducted a follow-up survey of associate professors in fall 2010. Faculty participating in any of our initiatives were significantly more likely to have a mentor and to be actively engaged in career planning aimed at promotion. When faculty had a mentor to help them plan and prepare, they were significantly more likely to perceive that promotion criteria are clear. Unlike the earlier survey, we found no significant difference of opinion between women and men on whether decisions are made fairly and without influence of nonperformance factors. Evidence suggests there's progress. We will continue to listen to our faculty and to expand our work to help mid-career faculty to chart and follow a clear path to promotion. Lynn Roberson is communications director for the UNC Charlotte ADVANCE Faculty Affairs Office. To learn more about UNC Charlotte's mid-career mentoring, visit ADVANCE.uncc.edu