Science, Technology, Engineering, Math Research Articles

Support of Veterans in STEM Degree Programs to Promote a Diverse and Skilled Workforce

More Americans are needed in STEM (Science, Technology, Engineering, Math) careers to advance the nation’s competitiveness in the global economy. Given the extensive training of military service members, this population is well-poised to transition into STEM careers. While many veterans pursue STEM degrees, they often face hardships that impact their ability to attain STEM credentials. The goal of this mixed methods study was to identify factors that contributed to attaining a STEM degree among students in the Military STEM Scholarship Program (MSSP), a grant-funded program implemented at a university in the United States to assist veterans pursuing STEM degrees. By targeting veterans, this program supported a highly diverse group of students. Based on surveys, focus groups, and interviews, the participants credited their academic and professional success to activities promoted by the MSSP program, such as peer interaction, faculty mentorship, utilization of student support services, and internships. As a result, 80% of MSSP participants obtained a STEM degree, approximately 24 percentage points higher than the institution’s average six-year graduation rate for all students. Through these findings, a model is offered for institutions to better serve a growing student veteran population.

Open Access Advantages as a Function of the Discipline: Mixed-methods Study

PurposeThis mixed-methods study integrates bibliometric and altmetric investigation with a qualitative method in order to assess the prevalence and societal-impact of Open-Access (OA) publications, and to reveal the considerations behind researchers' decision to publish articles in closed and open-access. Design/methodology/approachThe bibliometric-altmetric study analyzed 584 OA and closed publications published between 2014 and 2019 by 40 Israeli researchers: 20 from STEM (Science, Technology, Engineering, Math) and 20 from SSH (Social Sciences and Humanities) discipline. We used a multistage cluster sampling method to select a representative sample for the STEM disciplines group (engineering, computer science, biology, mathematics, and physics), and for the SSH disciplines group (sociology, economics, psychology, political science, and history). Required data were extracted from Scopus and Unpaywall databases, and the PlumX-platform. Among the 40 researchers who were selected for the bibliometric-altmetric study, 20 researchers agreed to be interviewed for this study. FindingsComparing bibliometrics and altmetrics for the general publications did not reveal any significant differences between OA and closed publications. These were found only when comparing OA and closed publications across disciplines. STEM-researchers published 59 % of their publications in OA, compared to just 29 % among those in SSH, and they received significantly more bibliometric and altmetric citations from SSH OA publications and from their own closed-access publications. The altmetrics findings indicate that researchers are well acquainted and active in social media. However, according to the interviewees, there is no academic contribution for sharing research findings on social-media; it is viewed as a “public-service”. Researchers' primary consideration for publishing in closed or OA was the journal impact-factor. Research limitations/implicationsOur findings contribute to the increasing body of research that addresses OA citations and societal-impact advantages. The findings suggest the need to adopt an OA-policy after a thorough assessment of the consequences for SSH disciplines.

Influence of Workplace Microaggressions on Engineering Female Faculty Motivation to do Research

Negative and often unconscious beliefs about marginalised groups, including women and people of colour, sometimes manifest in discriminatory and degrading slights called microaggressions. Since most often microaggressions are in the form of subtle actions, unobtrusive comments, or humorous gestures, they are frequently overlooked as innocent and harmless, specifically to bystanders. However, their adverse effects on those on the receiving end are anything but innocuous, even if perpetrators are utterly unaware of their harmful comments or behaviours. Minorities and marginalized individuals often find microaggressions more harmful than blatant racism and discrimination. Six hundred and eleven STEM (Science, Technology, Engineering, Math) faculty from ten USA universities completed an online survey in the spring of 2021, of which 39% self-identified as Underrepresented Minority, URM, faculty. This study revealed that on average, URM women were 50% more susceptible to gender microaggressions, which correlated negatively with autonomy (having choice) and competence (being capable and effective), and positively with amotivation (lack of motivation). Case in point, 38% of them believed their opinions were overlooked in a group discussion because of their gender. Women with intersecting identities, such as women of colour, experienced both forms of gender and racial/ethnic microaggressions. They have experienced being ignored at work, being treated differently, and their opinion being overlooked based on their gender and/or their race/ethnicity. While detecting bias and microaggression and acknowledging their occurrence is crucial, taking deliberate and precise actions to disrupt and prevent them from re-occurring is even more pivotal. By realising the prevalence of discrimination and microaggressions towards underrepresented minority female faculty, and sharing insights into the complex and overarching race, ethnic, and gender relations among other social constructs, this study deepens our understanding of the challenges and barriers that this group has to grapple with. By adopting and creating effective institutional policies and professional training in support of diversity, inclusion, and cultural competency we can improve the experiences of URM faculty and positively impact their motivation and productivity.

Researchers’ perceptions, patterns, motives, and challenges in self-archiving as a function of the discipline

The green open access (OA) model, which offers the most economical approach to comply with open access policies, can increase researchers’ audience and scientific outputs impact by delivering wider and easier access. This study examined researchers’ perceptions from STEM (science, technology, engineering, math) and SSH (social sciences, art and humanities) disciplines in order to reveal the types, patterns, motives, and challenges underlying their articles’ self-archiving in the green route to open-access (repositories and institutional repositories) and ASNs (academic social networks). Interviews were conducted with 20 Israeli academic researchers. Half were from STEM and half from SSH disciplines. Interviews were mapped using a bottom-up thematic analysis and follow-up quantitative comparisons. According to the findings, STEM researchers self-archived pre/post-print versions of their articles to subject-based repositories as a part of their discipline norm resulting from their funding grant requirements and as a way to receive recognition and claim priority. SSH researchers post a link to the printed-published article at the publisher’s website in ASNs, and their goal is greater visibility. In addition, findings indicate a lack of awareness, mostly by SSH researchers, regarding copyright issues and OA repositories. The green OA model provides opportunities for researchers to self-archive their work. However, there are differences between the disciplines regarding where, when, why, and how to self-archive, and what is considered a legitimate mode of green OA. This indicates an urgent need to raise SSH researchers’ awareness of the existence of open subject-based repositories and of the terms of self-archiving from publishers.

Exploring Immersive Learning Experiences: A Survey

Immersive technologies have been shown to significantly improve learning as they can simplify and simulate complicated concepts in various fields. However, there is a lack of studies that analyze the recent evidence-based immersive learning experiences applied in a classroom setting or offered to the public. This study presents a systematic review of 42 papers to understand, compare, and reflect on recent attempts to integrate immersive technologies in education using seven dimensions: application field, the technology used, educational role, interaction techniques, evaluation methods, and challenges. The results show that most studies covered STEM (science, technology, engineering, math) topics and mostly used head-mounted display (HMD) virtual reality in addition to marker-based augmented reality, while mixed reality was only represented in two studies. Further, the studies mostly used a form of active learning, and highlighted touch and hardware-based interactions enabling viewpoint and select tasks. Moreover, the studies utilized experiments, questionnaires, and evaluation studies for evaluating the immersive experiences. The evaluations show improved performance and engagement, but also point to various usability issues. Finally, we discuss implications and future research directions, and compare our findings with related review studies.

Authoring STEM identities through intergenerational collaborative partnerships

ABSTRACT Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation science and geospatial technologies to design and implement community projects. Our research examined how the design and implementation of intergenerational projects provided opportunities to: (1) demonstrate competence in STEM knowledge and understandings, (2) participate in performances of STEM practices, and (3) be recognized for competence and performances in STEM fields. Qualitative methods were used throughout. Data consisted of field observations followed by separate semi-structured interviews with each partner. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets), email, and forum posts were used as secondary data sources. We found STEM identities were promoted in intergenerational collaborative partnerships when personal resources and conservation science competences and performances were positively recognized by meaningful others. Our findings inform how informal STEM education programs can foster positive identification with STEM fields that may lead to increased participation in STEM pursuits across the lifespan, and likely have similar implications for formal STEM learning as well.

Sustainable development of community-supported STEM-learning ecosystems in rural areas of the United States

Abstract The Rural Activation & Innovation Network (RAIN) project was funded by the National Science Foundation (NSF) (DRL#: 161255) from 2017 through 2021. The purpose of the project was to engage, support, and better understand rural communities in changing perceptions of the importance of Science, Technology, Engineering, Math (STEM) learning to public education and the local economy, as well as leveraging local resources and expertise to support STEM learning. The literature indicates that STEM thinking and science literacy helps people to logically, systematically, and critically identify and solve problems and issues facing their communities. Using science and evidence-based facts and information helps to empower communities to engage in civic action, to organize, and to influence policies that help improve the human condition. This article is a case study of four rural regions located in the southwest region of the United States. It presents key stages of the RAIN project that have contributed toward sustaining the development of informal STEM learning opportunities in these regions. It brings together research and evaluation efforts that include survey data collected from community members and Regional Innovation Councils (RICs) in each of the four RAIN project regions, as well as interviews with key stakeholders and document review. The findings and discussion provide insights and strategies for development of sustainable community-supported STEM learning ecosystems in rural areas of the United States that meet their unique needs and identities.

Developing a Collaborative Diversity, Equity, and Inclusion (DEI) Guide: A Library-Department Partnership in the Earth Sciences

Earth Science is one of the least diverse scientific fields, but libraries can play a role in assisting their liaison departments’ diversity, equity, and inclusion (DEI) efforts by diversifying our collections and supporting research practices that promote their use. In 2020, the University of California, Berkeley’s Earth & Planetary Science Department graduate students created an impressive Call to Action directed toward the faculty of the department. The Call to Action included a plan for advancing the department’s diversity, equity, inclusion, and accessibility, particularly important in a department with only 17% of students from underserved backgrounds enrolled in the graduate program. Stemming from this effort, the Earth Sciences & Map Library at UC Berkeley, developed a guide (https://guides.lib.berkeley.edu/geo_dei) to provide resources to further educate departmental faculty, staff, and students on the topic of DEI. The guide encourages researchers to expand their engagement with scholarship and citation practices intentionally while working on these DEI efforts. Although Earth Science is highlighted in this particular LibGuide, the strategies are universal, especially as applied to science, technology, engineering, math (STEM) fields. The development of this guide, as well as partnerships with active student groups, can serve as a tool for other academic departments creating and promoting DEI efforts.

The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities.

A Socioeconomic and Historical Interpretation of the Place of Social Sciences, Arts, and Humanities in the Saudi HE Ecosystem: Job Market Implications

The article reviews the sociocultural and historical development of the higher education system in the Kingdom of Saudi Arabia with focus on its impacts on the current makeup of bachelor's degrees offered by universities in the Kingdom. Literature and analysis of data from forty-six tertiary education websites indicate that while there is an abundance of programs in Science, Technology, Engineering, Math (STEM) and business, there is a significant paucity of degrees in the Social Sciences, Arts, and Humanities (SSAH). The authors argue that the Kingdom's official development plan, Vision 2030, requires a more precise appendage when it comes to higher education. An analysis of data on bachelor's degrees reveals that both the degree landscape and students' choices of college majors favor certain STEM and business programs. STEM and business programs have been historically promoted by the traditional government policy emanating from the need to prepare Saudi students to obtain jobs in the petrochemical industry. This article posits that the excessive promotion of some STEM and business programs has engendered the neglect of the social sciences, arts, and humanities programs that play an equally vital role in students' holistic educational development. It further predicates that the paucity of degrees in these STEM fields would undermine the government's desire, to diversify an economy that has been heavily dependent on oil for more than half a century as expressed in Vision 2030.

UPPER-SECONDARY SCHOOL SCIENCE TEACHERS’ PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF STEM EDUCATION

This study aimed to recognize upper-secondary school science teachers’ perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers’ perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers’ perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers’ perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers’ perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM’s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application. Keywords: integration mechanisms, science teachers, STEM education, teachers’ perceptions, upper secondary school

Spotlight on women in science

February 11, 2021 marked the sixth annual International Day of Women and Girls in Science – a day commemorating the global effort to increase the advancement and engagement of women and girls in science and technology fields. Women play critical roles in STEM (science, technology, engineering, math) fields, however gender equity is yet to reach parity, with women accounting for only one third of researchers worldwide

White-Black differences in tech tilt: Support for Spearman's law and investment theories

Tilt refers to an ability bias and is based on within subject differences between two abilities, indicating strength in one ability (e.g., math) and weakness in another ability (e.g., verbal). The current study examined tech tilt for Whites and Blacks, two groups with an average ability difference (favoring Whites) of about one standard deviation on tests of general intelligence (g). Tech tilt was based on differences in technical (mechanical, electronic) and academic (math or verbal) abilities on the Armed Services Vocational Aptitude Battery. These differences produced tech tilt (tech > academic) and academic tilt (academic > tech). Tech tilt correlated negatively with math and verbal abilities on college tests (SAT, ACT, PSAT), with weaker effects for Whites. White-Black differences in relations of tech tilt with the college tests were neutralized after removing g. In addition, tech tilt predicted jobs and college majors in STEM (science, technology, engineering, math). Relations of tech tilt with STEM criteria were generally larger (and more often significant) for Whites, but only for tech tilt based on technical and verbal abilities. The results are consistent with Spearman's Law of Diminishing Returns (SLODR). SLODR assumes that relations among tests should be weaker for higher ability groups (Whites compared to Blacks) and that non-g variance (related to non-ability factors such as vocational choice) should be more pronounced for higher ability groups. The negative relations of tech tilt with college tests support investment theories, which assume that investment in one ability (technical) comes at the expense of competing abilities (academic).

A Wittgenstenian Language Gemes on Idealism and Realism: Lesson Learned for STEM Based Curriculum in Universitas Terbuka

This paper is to expound some note on philosophy in terms of contrast between idealism and realism in its various shades of grey. Included is its shade in (certain) Islamic perspective. The methods of analysis is that of Wittgenstenian language games (WLG) which proceed from several well-known statements or examples to dense possible meaning of them. The WLG is considered fruitful for the purpose of grounding theory and practice science-technology-engineering-math (STEM) based curriculum development and implementation. The subject matter discussed is how idealism and realism is expressed in the three three-generations of philosopher Socrates-Plato-Aristotle (SPA), Schopenhauer-Nietszsche-Foucault (SNF) and Hegel-Marx-Habermas (HMH). After mentioning an Islamic expression on idealism and realism as contrast of jabariyatism and mutazilitism, then it is time to see if Universitas Terbuka (UT) specifically and all (Indonesia) educational establishments in general have some lesson learned from that note on philosophy. In UT, in line mostly with Islamic expressions, idealism and realism is seen as contrast of content-based vs competency-based approach to curriculum development and implementation.

Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education

In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.

Promoting inquiry-based learning for science, technology, engineering, math (STEM) to enhance students’ creative thinking skills

Creative thinking skills are one aspect of achievement expected in the 2013 curriculum. However, the result of evaluations conducted by PISA that student’s skills are still low. The present study was carried out to determine the application of inquiry-based learning for Science, Technology, Engineering, and Math (STEM) to enhance students’ creative thinking skills under temperature and heat material. To investigate the matter, a quasi experimental with the design of Nonequivalent control group design was employed. The participants were selected based on the purpose of the sample. To collect the data, test instruments were used among students’ creative thinking skills validated with 0.611 of reliability test results classified as high.. The findings in this line of experimental class showed an average score of pretest 38.03 and posttest 83.17 with the acquisition of an N-gain value of 0.72 indicating the average score thus it was included high category.. Besides, the control class disclosed the average score of pretest 37.20 and posttest 79.53 with the acquisition of N-gain value of 0.66 indicating the average score and thus it is included the average category. Based on the acquisition of the N-gain value, the t-test of the two classes was obtained,tcount> ttable (2.118 > 2.045), therefore it can be concluded that there were significant differences between the experimental class and the control class. Based on the results obtained in this line of study, it is therefore concluded that the application of inquiry-based learning for STEM could enhance students’ creative thinking skills under temperature and heat material.

A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation As Interdisciplinary, Multi-Modal Inquiry

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.

G.A. STEM Project: Gaming through Cultural Heritage

The article introduces G.A.STEM project aiming at improving STEM (Science, Technology, Engineering, Math) skills acquisition through the use of Arts and mini-games design and development. The project favors STEM learning through valorization and re-evaluation of cultural heritage coming from the promotion of art-works and cultural exchanging among partner countries (Finland, Italy, Belgium, and Estonia), considering art as an effective interconnector focused on problem-oriented creativity development. The work summarizes the intermediate results achieved so far according to the project’s progress.

Development of Computational Thinking Scale: Validity and Reliability Study

<p style="text-align:justify">Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage, exploratory factor analysis was performed and analyzed with SPSS 23 program. In the second stage, confirmatory factor analysis was performed and analyzed with LISREL 9.2 program. As a result of the study, the goodness of fit indexes of the scale was found. According to this; X<sup>2</sup>/df value 1.81; NNFI value 0.97; NFI value 0.93; CFI value 0.98; RMR value 0.05; SRMR value 0.04; AGFI value 0.91 and GFI value was found to be 0.93. When the reliability values of the study were examined, Cronbach’s Alpha value was found to be 0.86. As a result of the research, a computational thinking scale consisting of 3 factors and 30 items was developed. This scale was developed for prospective teachers and can be used at all levels of prospective teachers.</p>

Multi-Site Case Studies About Zoo and Aquarium Visitors’ Perceptions of the STEM Learning Ecology

Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. The current qualitative study used interactive workshops to understand the public’s perceptions of zoos and aquariums (Z/As) in particular, compared to other settings, for their potential to support STEM learning. Visitors identified a wide range of settings in institutions and their everyday lives where they experienced STEM learning opportunities. The primary STEM discipline they encountered was science, even though the opportunities were not explicit. They also recognized that these settings offer the potential for learning about technology, engineering, and math through staff facilitation. They distinguished Z/As from other cultural organizations because of opportunities to learn about science as it related to animals. Implications for STEM learning in informal settings are discussed for its potential to engage the public in STEM outside of the formal education context.