Science, Technology, Engineering And Mathematics Programs Research Articles

Social and Environmental Justice in the Chemistry Classroom

Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving in...

The effects of an afterschool STEM program on students\u2019 motivation and engagement

BackgroundOne significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students’ beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program.ResultsAfter completing two Studio STEM programs, participants’ ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants’ motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them.ConclusionsThrough this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students’ motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.

Is informal education the answer to increasing and widening participation in STEM education?

This paper summarises research findings from a longitudinal national evaluation of science, technology, engineering and mathematics (STEM) ‘enrichment and enhancement activities’. The activities included science practical lessons, supported by ambassador visits, trips to laboratories, STEM centres and higher education institutions. The common theme for these activities was their aim to improve understanding and enjoyment of science in the short term and encourage STEM participation in the long term. The 2007 cohort across all state maintained secondary schools in England was followed up from the beginning of key stage 3 to the end of key stage 5 making use of school and pupil level datasets from the national pupil database. The study investigated whether engaging in these STEM programmes, run for 11–16 year olds, in secondary school is likely to affect subject choices during post‐compulsory education? Do young people sparsely represented in STEM courses such as those from a lower socio‐economic class and black ethnic minority engage better with STEM subjects because of actively participating in these activities? A direct noticeable impact of these activities was not seen on STEM take‐up. The analysis presented here concludes there is no evidence to suggest continued engagement in these activities is manifested in terms of increasing or widening STEM participation.

ВЫСОКОКВАЛИФИЦИРОВАННАЯ МИГРАЦИЯ КАК РЕСУРС КОНКУРЕНТОСПОСОБНОСТИ ГОСУДАРСТВ

The paper reviews the growing impact of highly skilled migration policies on the competitiveness of states. Highly skilled migrants (HSM) are regarded as valuable contributors to the knowledge economy, that the receiving countries are competing with each other for. The increase in HSM number (arriving with an H1B visa) had a positive effect on innovative development at macro and micro levels in the United States. A significant role in creation of innovations is played by foreign students, in particular those studying on the STEM (Science, Technology, Engineering and Mathematics programs). At the same time, an overall contribution of HSM to the innovation development of host countries is much greater than the number of patents, grants and highly cited publications, given indirect effects of immigration which play an equally important role in creating innovations: “the effects of knowledge spillover” from immigrants to colleagues. The author gives an overview of a range of foreign studies which demonstrate a strong positive impact of HSM on creating of innovations, and analyses some successful national approaches to HSM selection (cases of the USA, Australia and Canada). In recent years, Russian government has introduced a set of initiatives in migration politics, aiming at HSM. However, there is still a lack of sufficient public discussion on benefits HSM can bring to the Russian economy. Besides, low attractiveness of Russia for HSM challenges its capacity to compete with the leaders in a “global race for talents”, and therefore, to manage highly skilled migration policy as a source for innovation development. Universities, research institutes and high-technology firms serve as the main centers of innovation creation and attraction for HSM. Therefore, high-skilled migration policy should focus on the involvement of these recruiters through strengthening the internationalization and competitiveness of Russian universities, R&D and business sector. Moreover, the policy will have a highly positive effect if HSM represent different cultures. This implies the necessity to elaborate and introduce effective multicultural practices in education, research and business activities.&nbsp

More than an intervention: strategies for increasing diversity and inclusion in STEM

Purpose This paper aims to provide insight into the strategies used by leaders of graduate school preparation programs for science, technology, engineering and mathematics (STEM) to recruit and retain graduate students of color within STEM fields. Design/methodology/approach This paper is a qualitative multiple-case study using a snowball sample and semi-structured interview protocol. Twenty interviews were conducted. Findings Graduate program leaders use particular strategies to increase diversity and inclusion within graduate STEM education, and these strategies are strongly influenced by their institutional context. The most common strategies include collaboration, mapping the political terrain, evaluation, mediation, persistence, persuasion, networking in and outside of the institution, strategic planning, bargaining and negotiation, reaching out to the greater campus, and coalition building and developing allies. Research limitations/implications All of the institutions in this study were public research institutions. Further inquiry is needed on more diverse types of institutions. Practical implications The results of this study can be used by institutional and STEM program leaders who wish to increase diversity and inclusion. Social implications This research study raises awareness about an under-studied group of leaders, as well as the importance of considering context when developing strategic plans for increasing diversity and inclusion for STEM. Originality/value This study is unique because while graduate school preparation programs have become an important strategy for addressing diversity in STEM fields, research on these programs usually focuses only on student outcomes. This study provides rare insight into what is required to implement, sustain and expand these kind of diversity programs.

A meta-synthesis of academic and social characteristic studies

PurposeGiven that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs.Design/methodology/approachThis review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers.FindingsFactors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline.Originality/valueThis information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

Out of the Pickle: Promoting Food Science and STEM in Public Libraries

This article explores the popularity of the Science, Technology, Engineering and Mathematics (STEM) movement and provides related statistical information as well as a projection of the future importance and impact of STEM. This article summarizes the significance and need for STEM both locally and nationally, focusing food science in public libraries to increase and maintain interest among secondary school students. This article furnishes an overview of how a food science program was implemented at Martin Library and how this same programming is scalable for any size library. In addition, this article provides an overview of how libraries across the nation and Martin library are providing vital STEM programs to communities.

Faculty Perceptions of the Factors Influencing Success in STEM Fields

The recent decline in the number of graduates in the fields of Science, Technology, Engineering and Mathematics (STEM) has significant implications for the nation’s economic and societal well-being (PCAST, 2012). Because university faculty members’ interactions with students—both in and out of the classroom—have a significant impact on student recruitment and retention and because faculty beliefs have a significant impact on faculty practices (Astin & Astin, 1992), we have interviewed university faculty members in order to examine their perceptions of successful STEM students. Here, we report faculty members’ perceptions of the characteristics of successful tertiary STEM students, as well as their perceptions of the major obstacle to student success in STEM courses and programs of study. While faculty perceptions of the characteristics of successful STEM students generally align with the research literature, faculty did not mention experiences or instructional strategies they could implement in their classrooms to help students develop these characteristics. The results of the current study could inform the design of faculty professional development to ensure that faculty are aware of the various ways they can support student success in STEM fields.

Model students in foundation science courses improves retention and performance in undergraduate STEM programs (531.21)

The college years are a time of intense attrition from science, technology, engineering and mathematics (STEM) fields, negatively impacting the nation’s scientific capacity and economic competitiveness. Attrition is especially prominent between the first and second years of college for STEM students. Many students coming out of high school are ill prepared to perform the critical thinking and rigorous academic work required in STEM fields, and the initial gateway courses in these fields tend to favor a “weed out” philosophy, providing a less than hospitable environment in which to begin a college career. In an effort to ameliorate these two factors, we developed a supplemental peer instruction program (the Model Student Program) as a collaborative effort between the Biology Department and the Center for Academic Achievement (CAA) that allows proficient peers to help first year students digest complex material and to model the behaviors required for success in STEM at the college level. We hypothesized that this program would improve retention and performance of in the initial gateway courses required for the Biology major. Data from three consecutive years of implementing this program provides evidence of reduced attrition from the university by 50%, and improved average course grades. In addition, the students report numerous academic and social benefits from their interactions with the model student, and the model students report that they value the close working relationship with the course instructor and a better understanding of the course content. Due to the demonstrated success of the program, it is now standard practice in all foundational natural science courses, including Physics, General Chemistry and Organic Chemistry. Therefore, this program appears to be successful at helping students navigate the gateway courses required for persistence as STEM students.

Cloud computing: increasing the 'T' pipeline in STEM majors

Science, technology, engineering and mathematics (STEM) are driving forces in the world’s economy. Unfortunately, it is estimated that the USA may have a shortage of as many as three million STEM workers by 2018. One way to mitigate this potential shortage is to introduce STEM programmes in K-12 using cloud computing. Cloud computing, specifically the Virtual Computing Lab (VCL), allows users to have remote access to a wide range of computing environments and applications. This article discusses VCL as it was introduced to high school students during a summer programme. The FUTURES/T.A.G.S. programme was a collaborative effort between faculty members in the Biology and Computer Information Systems programmes. The theme for the FUTURES/T.A.G.S. summer programme was ‘Addressing global obesity’. The results of the programme show that through the use of innovative and collaborative STEM programmes strides can be made with students’ perceptions of STEM careers while increasing their aptitude.

Developing a Conceptual and Operational Definition of Stem for Iowa Community Colleges

Numerous papers have identified weakening of math and science education in the United States. In addition, numerous researchers and policy makers have emphasized STEM (science, technology, engineering, and mathematics) programs in secondary and postsecondary schools. After conducting review of surrounding Midwestern state governments, national institutions, and nonprofits, we find an inconsistent definition of STEM is being employed. We propose a conceptual definition of STEM based on the history and philosophy of science. We operationalize the definition by choosing a list of programs that fit within the framework. Finally, we use the definition to evaluate whether women and minorities are equally represented in STEM programs at Iowa community colleges. While minorities are proportionally represented, females are significantly underrepresented.