Science, Technology, Engineering And Mathematics Disciplines Research Articles

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.

Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines

AbstractTeachers can create engaging learning environments in engineering courses through pedagogical innovation using Information and Communication Technologies (ICT). Introductory chemistry courses in Science, Technology, Engineering and Mathematics (STEM) disciplines typically include the study of molecular models and periodic properties, which are inherently visual concepts. Unfortunately, these concepts are often taught using two‐dimensional drawings, although three‐dimensional (3D) printing offers an engaging approach to learning chemistry in these disciplines. Undergraduate engineering students are provided with modelling software and a 3D printer, allowing them to construct 3D models of basic Valence Shell Electron Pair Repulsion theory shapes using polylactic acid. The results of this research showed that the average score of the students in the control group was lower than that of the students in the 3D technology group. This research has found that the learning curve for modelling and the time required for printing are high, limiting the practical application of this exercise in student laboratory classes. However, in an appropriate environment, 3D printing technology has the potential to be a valuable tool for teaching and learning molecular models and periodic properties of chemistry courses in STEM disciplines.

The Impact of Gender Stereotypes on the Participation of Women in STEM Fields in Iran

This paper delves into the critical examination of how gender stereotypes impede the participation of women in the STEM (Science, Technology, Engineering, and Mathematics) fields within the socio-cultural context of Iran. Despite significant strides toward achieving gender equality, the remnants of traditional societal and cultural expectations persistently influence the educational pursuits and career choices of Iranian women, particularly in fields traditionally dominated by men. This study seeks to uncover the depth and breadth of gender stereotypes’ impact on women’s engagement with STEM disciplines, a crucial step toward formulating strategies for a more inclusive and equitable STEM environment. The research specifically aims to quantify the prevalence of gender stereotypes and to explore their multifaceted effects on women’s decisions to pursue careers in STEM fields. It further investigates how these stereotypes influence women’s perseverance and success within these disciplines once they have chosen to embark on a STEM career path. By mapping the landscape of gender stereotypes and their tangible impacts on women’s participation in STEM in Iran, this study contributes valuable insights into the barriers women face and proposes targeted interventions to dismantle these obstacles. The findings of this research hold significant implications for policymakers, educators, and STEM industry leaders in Iran and potentially in other similar contexts. By addressing the specific challenges related to gender stereotypes in STEM, this paper paves the way for the development of more supportive educational policies, curricula, and workplace cultures that encourage and sustain women’s participation and advancement in STEM fields.

Towards a Socio-Constructivist Didactic Model for Integrated STEM Education

AbstractAs science education shifts toward integrated STEM (Science, Technology, Engineering, and Mathematics) approaches, guidelines for designing teaching and learning episodes that integrate curricular content and procedures from multiple disciplines become increasingly in demand. The existing plethora of conceptualizations of STEM makes difficult such an endeavor, leading to ill-defined lesson plans focused on only two –mainly science and technology or science and mathematics– out of the four STEM disciplines. The question addressed, therefore, is how the integrated STEM approach could be translated into classroom practices that integrate the four STEM disciplines in a way that is consistent and coherent with elementary education curricula. This manuscript advances a theoretically informed didactic model for the design and implementation of integrated STEM in elementary education. The article discusses how the model uses socio-constructivist principles to establish intentional and explicit connections between STEM disciplines via scientific inquiry, engineering design, and computational thinking practices. The model is rooted in learning theories developed by Piaget, Vygotsky, Ausubel, and Bruner and could serve as a roadmap for educators and researchers designing integrated STEM lessons. Future empirical research testing the model is warranted.

Robotics training to improve STEM skills of Islamic boarding school students in Batam

One potential approach to addressing the challenges posed by the advent of Industry 4.0 and Society 5.0 is to offer robotics training. This endeavor aims to enhance students' foundational understanding of STEM (Science, Technology, Engineering, and Mathematics) disciplines. The study involved collaborating with the Pondok Pesantren Granada, an Islamic Boarding School located in Batam, to provide robotics training as community service activities. The study included 29 trainees: 15 from class XI and 7 from classes X and XII. The teaching was conducted using a combination of didactic instruction, interactive discourse, and hands-on exercises. Trainees are administered a written examination to assess their proficiency level before and after the training program. The training outcomes exhibited a significant improvement in the mean STEM proficiency of trainees, with an increase of 38.15%. Furthermore, a series of activities have been effectively implemented, resulting in trainee satisfaction ratings exceeding 50% concerning course materials, trainer, and teaching equipment. A mere 17% of the individuals undergoing training expressed dissatisfaction with the allocated time, particularly the hands-on component's duration.

РОЛЬ МАТЕМАТИКИ В РАЗВИТИИ STEM ОБРАЗОВАНИЯ

In the last decade, increased attention has been paid to the integration of science, technology, engineering and mathematics (STEM) education. It is important for a modern mathematics teacher in elementary and high school to understand the role of mathematics as an academic discipline in the development of STEM education. Practical, meaningful and varied learning strategies can help develop high-level thinking and 21st century skills in teaching and learning mathematics. Research towards integrating STEM is in its infancy. So far, there is no clear understanding of the role of individual subjects in integrated STEM. While it is widely accepted that mathematics is at the core of all other STEM disciplines, there is evidence that it plays an underestimated role in integrated STEM education. The article, based on contemporary publications, examines the role of mathematics in interdisciplinary STEM education, including a synthesis and analysis of research conducted over the past ten years; discusses the integration of STEM subjects with an emphasis on mathematics (integrated STEM); About the productive models of integrated STEM that are emerging as STEM education in general and mathematics education in particular can better prepare people for the challenges of the twenty-first century.

Contributor biographies

Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’.
 Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children.
 Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations.
 Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally.
 Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa.
 Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural). 
 Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa.
 Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology.
 Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training.
 Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years.
 Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools.
 Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years.
 Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education.
 Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation.
 Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity.
 Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.

Engaging Young Minds: A Novel Approach to E-Learning in STEM Subjects

E-learning in STEM (Science, Technology, Engineering, and Mathematics) disciplines presents unique challenges in fostering engagement and comprehension, particularly among younger learners (11 years and above). Traditional e-learning approaches that foreground theoretical understanding prior to practical application often result in reduced learner engagement due to high abstraction levels (Clark & Mayer, 2016). This paper proposes an innovative pedagogical approach: begin with simple, hands-on tasks to pique interest and foster engagement, gradually integrating complex theoretical concepts (Papert, 1980). It explores how interactive technology, when designed for understanding rather than aesthetics, aids in visualising and manipulating STEM concepts. However, the paper acknowledges the limitations of current technology in replicating tactile real-life experiences (Shaer & Hornecker, 2010). It argues for the development of immersive e-learning models combining practical learning and interactive technology, to inspire young learners towards further STEM education. The paper invites collaborations to explore these proposed strategies and transform STEM e-learning.

Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation

In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.

Navigating educational trajectories and transitions: A qualitative systematic literature review on international STEM doctoral students

AbstractTo date, much of the research on international science, technology, engineering, and mathematics (STEM) doctoral students has focused either on international academic mobility or on students' acculturation and adjustment challenges and coping mechanisms in foreign academic contexts. In comparison, very little attention has been paid to Asian doctoral students and their personal experiences from a life course perspective.Based on a qualitative literature review, this article sheds light on the experiences of Asian doctoral students in STEM (science, technology, engineering, and mathematics) disciplines within a life-course theoretical approach, paying particular attention to their agency, socialisation, and educational trajectories and transitions. The process of migration/mobility and transition between academic institutions requires a reassessment of cognitive patterns, behaviours, learning mechanisms, and the exercise of agency and response. The findings highlight how the complex dynamics between agency, socialisation, cultural norms and values, economic factors, academic performance, and institutional parameters influence the educational trajectories and transitions of Asian STEM doctoral students abroad. The result contributes to a synthesis of research findings that could inform doctoral education policy.

Gender inequality in science, technology, engineering and mathematics: gendered time disparities in perceived and actual time spent in practical laboratory-based activities

Lab-based activities provide essential skills for students within STEM disciplines, as lab activities provide students with research skills and science knowledge. Therefore, it is critical to note that female students have reported feeling less confident in conducting lab-based activities and report a lower sense of belonging in the lab. In two studies (N = 544) we examined gender differences in the time that students spent, and perceived they spent, on various laboratory-based activities. We predicted that female (vs. male) students in science, technology, engineering and mathematics (STEM) would both perceive, and actually spend, less time in practical, science-specific activities, such as using equipment, compared to observing or note-taking. Study 1a (N = 227) was an online, cross-sectional survey where university STEM students reported their perceptions of time spent during lab-based practical activities, and how satisfied they were with their time spent in these activities. Study 1b (N = 318) was an observational study of university practical lab sessions in STEM disciplines. Our findings demonstrated that female (vs. male) students (1) spent more time recording and taking notes during lab sessions, (2) did not perceive, yet actually spent, less time in the lab using equipment, and (3) were equally satisfied with their time in the lab using equipment. Together, these results suggest that women occupy stereotypically gendered roles in the STEM lab, spending less time on activities that are key for their professional development. Furthermore, the fact that students from disciplines with more female participation were more satisfied with their time spent in lab activities can promote the insidious effects of assessing gender participation and equality in STEM through numbers only. The differences in time spent in lab activities-yet the lack of acknowledge of these differences-opens the discussion about how women might be receiving reduced utility from their programmes, and that universities may not be delivering on their obligations to ensure equal access to teaching resource and opportunities.

Stem-Skilled Parents and Autism Spectrum Disorder in Offspring: A Case-Control Study

Autism spectrum disorder (ASD) is a neurodevelopment disorder characterised by a range of deficits in two specific domains: social communication and social interaction and repetitive patterns of behaviour. Several studies have explored the link between ASD and STEM (science, technology, engineering and mathematics, or other mathematics-grounded disciplines), but results are still uncertain. Objective of the study was to estimate the potential role of systemising abilities in parents as a risk factor for ASD in the offspring, using the achievement of a degree in STEM disciplines as a proxy characteristic of the exposure. There were 1,316 participants overall. There were 658 incident consecutive cases of definite ASD, diagnosed in a Reference Centre for ASD in Italy, from 2001 to 2020. The main exposure variable was parental education level. The risk of ASD in the offspring associated with the main exposure variable and the exposure covariates (e.g. use of neurotropic drugs during the first trimester of the mother’s pregnancy, perinatal outcomes of participants and/or preterm birth) was studied by using conditional logistic regression analysis. In addition, we carried out a mediation analysis to investigate whether and the extent to which covariates significantly associated with ASD risk mediate the relationship between parental education level and ASD in offspring. A STEM degree in parents was significantly associated with risk of ASD in offspring (OR 1.43, 95% CI 1.03-2.54). Familiarity was weakly associated with the risk of ASD (OR 1.33, 95% CI 1.00-1.66) and is the stronger mediator (PME 28%). Sensitivity analysis did not show deviations related to gender or ASD level. Our study moves in the direction of confirming the risk of occurrence of ASD in the offspring of parents with elevated systemising abilities.

GEODATA IN SCIENCE – A REVIEW OF SELECTED SCIENTIFIC FIELDS

Aim of the study: Today, completely new forms of geo-information systems are becoming increasingly popular. New technological possibilities allow these systems to be adapted to the requirements and needs of societies. This paper is an extensive literature review of the use of geodata in various scientific fields, in STEM (science, technology, engineering, and mathematics) disciplines. However, as there is no universal agreement as to which disciplines are included in the STEM, the authors also included related fields such as geography or transport. Material and methods: Already a preliminary analysis of the Web of Science Core Collection database has shown that geodata is used very widely, in every scientific discipline analysed (with varying degrees of sophistication). The main objective of the paper is to provide a comprehensive analysis of the usage of geodata in five areas: bathymetric measurements, satellite geodata, aerial retrieved geodata, levelling networks, and GIS data. Results and conclusions: The results showed the increasing availability of data that can contribute to a better understanding and management of our planet. Geodata as a tool is overly broad and general, and it is used or might be used in every discipline of science.

Designing of a Flipped STEM Classroom Engineering-Based Module: Fuzzy Delphi Approach

Abstract— The National Innovation System found that research in Jordan did not contribute sufficiently to economic growth and to solving real-world challenges, particularly those related to STEM (science, technology, engineering, and mathematics). This was attributed to several reasons, including the inability of educational curricula to guide students in dealing with real-world issues. In addition, education in Jordan is content-intensive and primary school children lack the time to build functional competencies such as problem-solving. Therefore, it was necessary to adopt an approach allowing students to learn the theoretical content on their own while allocating class time to practice problem-solving activities with their teacher and peers. To address this gap, this study aimed at designing an engineering-based module for a flipped STEM classroom to aid grade seven students in developing their problem-solving abilities based on Merrill’s first principles of instruction as an instructional design model. To generate the module components and aspects, semi-structured interviews were performed with 9 subject matter experts. Then, 29 experts responded and offered a consensus on what was reached in the previous interview. A total of 36 items were discussed by the expert panel using the Likert 7-point scale in the fuzzy Delphi approach. The five-module aspects namely; the form of STEM integration, the assessment, the resources, and the pre-class and in-class instructional activities, were determined. This research will usher in a new era for the Ministry of Education. in planning and teaching integrated STEM disciplines in line with Jordan’s vision 2025 to equip all learners with 21st-century skills such as problem-solving to enhance education standards to international levels.

Measuring Motivation for Mathematics Course Choice in Secondary School Students: Interrelationships Between Cost and Other Situated Expectancy-Value Theory Components

Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that serve to encourage or detract students in choosing higher-level mathematics courses. Considering that educational and career choices are influenced by personal interests, values, and expectations, the purpose of this study was to design and validate a bipolar format survey instrument to investigate motivational factors on mathematics course choices of Year 10 Australian school students based upon Situated Expectancy-Value Theory (SEVT). A 25-item survey instrument using a bipolar format was developed to measure: Expectancy for success (operationalized as Competence-beliefs); Intrinsic value; Attainment value; Utility value; and Cost in relation to mathematics. Confirmatory and exploratory factor analyses of data collected from Year 10 students ( n = 886) revealed a four-factor model consisting of well-defined factors of Competence-beliefs, Intrinsic value, Attainment value, and Utility value. Unexpectedly, the items designed to measure the Cost factor dispersed variously into the factors of Competence-beliefs, Intrinsic value, and Utility value, and conceptually plausible explanations are offered for this finding. This survey represents a promising instrument for measuring predictors of mathematics course choices in senior school students. The study findings also suggest interrelationships between specific cost dimensions and other factors relevant to the measurement of SEVT constructs more generally.

The underrepresentation of women in STEM disciplines in India: a secondary analysis

ABSTRACT Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens’ well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India’s top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.

Gendered research grant conditions and their effect on women’s application (dis)engagement

Men continue to outperform women in obtaining funding through research grants globally, in both science, technology, engineering and mathematics (STEM) and social science, in multidisciplinary and transdisciplinary fields. This article focuses on the role of research grant funding conditions in women’s lack of research grant funding. Grant conditions are the rules of participation and funding use set out by grant funders. This study aimed to answer the question: how do grant conditions limit women’s propensity to engage with research grant applications? Research grants from the Open 4 Research database were analysed. Research careers with a reproductive life-cycle perspective and four feminist concepts were deliberately gendered. These resulted in a theoretical framework. A content analysis on n = 270 multidisciplinary early career grants for those who already have a PhD was conducted. Grants were selected from both the social science and STEM disciplines. The findings suggest that, overwhelmingly, grant conditions are gender-neutral, assuming no differences between women and men. A comparison between STEM and social science grant conditions also show very little difference. The article provides a framework to guide multidisciplinary and transdisciplinary grant funders in crafting deliberately gendered grant conditions.Transdisciplinary contribution: A pre-application phase to the research grant application process by problematising gender neutrality in early-career researcher grant conditions is introduced. It is posited that grants’ gender neutrality is discouraging women to consider applying, resulting in self-exclusion early in the pre-application phase.

Affirmative recruitment of women in STEM: a case study

ABSTRACT The under-representation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines has been well documented. We discuss an affirmative action recruitment strategy from the University of Melbourne’s STEM disciplines where only female applicants were eligible to apply for academic positions. This strategy has been very successful in attracting high-calibre female applicants, with more than the original target of women being recruited. This affirmative action recruitment strategy was not intended to be undertaken on an ongoing basis. We show that by undertaking one round of affirmative action recruitment, it signalled to prospective female applicants that the university is committed to gender equity. This resulted in more female STEM applicants applying in subsequent open recruitment rounds. We discuss the rationale behind this strategy, its allowance under the Equal Opportunity Act 2010, Victoria, Australia, and the results achieved. We also address challenges faced and lessons learned.

Experimental Mathematics – A Course-Based Research Experience in Machine Learning

Efforts to expand the science, technology, engineering and mathematics (STEM) work- force have been topics of United States policy action for more than 50 years (Hira 2010). Unfortunately, among U.S. undergraduate curricula, STEM has one of the highest attrition rates (Tinto 1993) with less than half of students in the U.S. that enroll in an undergraduate STEM program ultimately receiving a degree in a STEM field (Hayes 2009). Naturally, the high rate of attrition is a topic of persisting concern. Many programs have been designed and implemented to model best practices in retaining students in STEM disciplines. One retention strategy is to engage STEM undergraduates in research experiences, and a number of programs have been implemented to provide such experiences. The Towson University Research Enhancement Program (TU REP) is one such program. This cohort-based program supports faculty in the development of course-based undergraduate research experiences (CUREs). In this note we describe a CURE in machine learning offered by the Towson University Department of Mathematics whose development was supported by TU REP. We categorize this course along the spectrum of traditional, inquiry, CURE and internship in each of the five dimensions characteristic of a CURE.

A Study of Determination of Benchmarks during the New Formation of Integrated STEM Leader Preparation Program

<b>Background: </b>Integrated STEM (Science, Technology, Engineering, and Mathematics) education is crucial for teacher preparation programs that provide effective teaching in an interdisciplinary approach to teacher training. There is a need for a novel program to train pre-and in-service STEM teachers as STEM leaders who’s moving a passive STEM teacher into an active STEM leader in their schools. The professional development of new STEM leaders in schools is critical so that the benchmarks of a new school program called STEM-LPP can be met. This program is intended to help develop existing STEM teachers to become more experienced and innovative in their usage of interdisciplinary ideas and team-working. An iSTEM approach (Rosicka, 2016) is more than just the skills, competencies, and knowledge of the four (STEM) domains.<br /> <b>Methods: </b>A content analysis method was conducted by benchmarking the top five university master programs and academic committee meetings. The survey method was applied to design a new STEM preparation program for pre-and in-service teachers. This paper reports the benchmark collection and evaluation as a form of meta-analysis by academic meeting processes and views from existing STEM teachers from various schools how do the top five university master programs factor into your considerations? Data was collected by benchmarking and investigating STEM frameworks, models, and principles called benchmarks. Data were discussed and evaluated with academic meeting members, including two experts, two specialists in the department of curriculum development, three STEM teachers, three stakeholders, three staff professors, and two STEM master students from Suleyman Demirel University located in Almaty, Kazakhstan. Besides, 14 STEM teachers participated in evaluating in various schools. Findings: benchmarks and obtained courses were correlated to determine the relations.<br /> <b>Results:</b> The six benchmarks: educational leadership, engineering/project design and integration, technology integration, multiple discipline integration, research-oriented instruction, and practice/experience-based teaching, were determined. Under these benchmarks, courses, competencies, and learning outcomes were also generated. The developing process of STEM-LPP was also confirmed by analyzing the findings from top university master programs with academic meeting studies and STEM teachers’ evaluations. The correlations among the benchmarks and between benchmarks and courses were shown to have a strong correlation and their sufficiency for the criteria of LPP was displayed in the data.<br /> <b>Implications:</b> This type of teacher preparation program has two crucial purposes: at first, providing a way of determining benchmarks during the formation of the teacher preparation program for STEM education program designers and developers. Secondly, it was informative on integrating STEM disciplines with STEM student projects and activity work to develop teachers’ knowledge and skills. This study contributed to the construction of teacher preparation programs in universities and assisted STEM teachers in developing their teaching skills in the educational sphere. In future, such studies should be re-analyzed and evaluated by a large sample size of STEM teachers, partners, and other contributors.