Journal articles on the topic 'STEM Higher education institution'
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Gomez, Ana Karen, Krystle Palma Cobian, and Sylvia Hurtado. "The Role of STEM Program Directors in Broadening the Impact of STEM Interventions." Education Sciences 11, no. 11 (November 17, 2021): 742. http://dx.doi.org/10.3390/educsci11110742.
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STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor’s degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program’s efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students’ behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors’ efforts in order to move toward STEM education transformation in higher education.
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Sukumaran, Sheiladevi, Nadiatul Syima Mohd Shahid, Nabilah Abdullah, and Sharmanee Thiagarajah. "E-Learning of STEM in Malaysian Higher Education Institutions: Status and challenges." Asian Journal of University Education 17, no. 4 (November 25, 2021): 259. http://dx.doi.org/10.24191/ajue.v17i4.16192.
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Abstract: The 4th Industrial Revolution and COVID-19 pandemic have globally impacted the economy, livelihood and organizations. With digitalization, many programs including STEM-based courses that require hands-on approach have gone online. This research was carried out to analyze the status of STEM Education in Malaysian higher education institutions and to explore challenges of e-learning integration with STEM subjects. A concurrent triangulation mixed-methods design was employed whereby quantitative and qualitative approaches took place simultaneously. The qualitative data were gathered via questionnaire while qualitative approach used semi-structured interviews. Respondents were STEM educators who teach and/or manage STEM programs in HEIs within the Klang Valley. Junior lecturers are found comparatively better using different software programs, exploring websites and handling multimedia tools for e-learning purposes. 83% survey respondents claimed their institution has no STEM e-learning policy, contributing to further challenge in STEM Education development. Respondents agreed sound e-learning implementation of STEM requires lecturers with subject specialization, able to approach application of knowledge, skills and values to problem solving, can collaborate with others and adept at integrating technology. Meanwhile, the HEIs must engage stakeholders to counter resistance plan to change, and to measure the effectiveness of integrating e-learning in meeting the strategic goals in STEM education.
Keywords: E-learning, Higher education, STEM Education
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PLACHYNDA, Tetiana, and Oksana URSOL. "REASONABILITY FOR IMPLEMENTATION STEM - EDUCATION IN THE TRAINING PROCESS OF HIGHER EDUCATION INSTITUTIONS." SCIENTIFIC BULLETIN OF FLIGHT ACADEMY. Section: Pedagogical Sciences, no. 5 (March 22, 2019): 407–14. http://dx.doi.org/10.33251/2522-1477-2019-5-407-414.
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Denaro, Kameryn, Kimberly Dennin, Michael Dennin, and Brian Sato. "Identifying systemic inequity in higher education and opportunities for improvement." PLOS ONE 17, no. 4 (April 8, 2022): e0264059. http://dx.doi.org/10.1371/journal.pone.0264059.
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It is well established that there is a national problem surrounding the equitable participation in and completion of science, technology, engineering, and mathematics (STEM) higher education programs. Persons excluded because of their ethnicity or race (PEERs) experience lower course performance, major retention, sense of belonging, and degree completion. It is unclear though how pervasive these issues are across an institution, from the individual instructor, course, and discipline perspectives. Examining over six years of institutional data from a large-enrollment, research-intensive, minority-serving university, we present an analysis of racial opportunity gaps between PEERs and non-PEERs to identify the consistency of these issues. From this analysis, we find that there is considerable variability as to whether a given course section taught by a single instructor does or does not exhibit opportunity gaps, although encouragingly we did identify exemplar instructors, course-instructor pairs, courses, and departments that consistently had no significant gaps observed. We also identified significant variation across course-instructor pairs within a department, and found that certain STEM disciplines were much more likely to have courses that exhibited opportunity gaps relative to others. Across nearly all disciplines though, it is clear that these gaps are more pervasive in the lower division curriculum. This work highlights a means to identify the extent of inequity in STEM success across a university by leveraging institutional data. These findings also lay the groundwork for future studies that will enable the intentional design of STEM education reform by leveraging beneficial practices used by instructors and departments assigning equitable grades.
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Paziura, N. V. "Role of STEM-education in training ІТ- professionals in British higher education institutions." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 213–16. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-213-216.
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McGee, Ebony Omotola. "Interrogating Structural Racism in STEM Higher Education." Educational Researcher 49, no. 9 (November 13, 2020): 633–44. http://dx.doi.org/10.3102/0013189x20972718.
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The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace.
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J Parson, Laura, and Ariel Steele. "Higher Education in Crisis? An Institutional Ethnography of an International University in Hungary." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 017–34. http://dx.doi.org/10.28945/4490.
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Aim/Purpose: Our goal is to provide understanding of if and how the institutional factors found to contribute to a chilly climate are experienced in an international setting and provide a broader understanding of the discourses that create challenges for marginalized and underrepresented groups in STEM. Background: In August 2018 the Hungarian government stopped funding gender studies program and took direct control of funding at the Hungarian Academy of Sciences in order to focus “taxpayer money on areas that can generate a payoff for society” (Witte, 2018). Methodology: Data collection and analysis focused on how the interface between students and mathematics education was organized as a matter of the everyday encounters between students and faculty and administration by exploring their experiences inside and outside of the classroom. Contribution: There is little in the scholarly literature on how the recent threats and policy changes by the Hungarian government will impact Hungarian higher education; as such, this research has the potential to be a significant and leading contribution to the field by critically examining how ongoing changes to higher education policy, practices, and procedures in Hungary impacts the educational environment for students seeking a graduate degree in Hungary. Findings: Although students and faculty at IU were aware of the political discourses surrounding higher education in Hungary, they largely felt that their work as mathematicians was not largely impacted by threats to academic freedom and institutional autonomy. Instead, these findings suggest that many of the same discourses that coordinate the work of STEM students in higher education persisted to create similar challenges for IU mathematics students. Recommendations for Practitioners: The first step toward improving the chilly climate in STEM fields requires revising the STEM institution from one that is masculine to one that is inclusive for all students with the goal of creating a STEM education environment that supports, validates, and gives students an equal voice. Recommendation for Researchers: Subsequent inquiries guided by this work can extend to additional institutional environments in Hungary and in other authoritarian countries where academic freedom and institutional autonomy are challenged in order to understand how political reform and institutional factors play a role in creating challenges for students from underrepresented groups. Impact on Society: By providing an international perspective, we can explore trends in institutional factors in order to make recommendations that mitigate or reverse the traditional competitive and intimidating STEM classroom environment. Future Research: Future inquiries can explore discourses that contribute to the chilly climate in STEM with an international perspective, to explore if these discourses are consistent across different types of universities around the world.
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Thompson, Rahmelle C., Thema Monroe-White, Jeffrey Xavier, Courtney Howell, Myisha Roberson Moore, and J. K. Haynes. "Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar40. http://dx.doi.org/10.1187/cbe.15-12-0263.
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Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM.
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Gray, Peter J. "Higher and Engineering Education Quality Assurance." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 1 (January 2011): 1–14. http://dx.doi.org/10.4018/ijqaete.2011010101.
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Quality assurance has been defined as a means of “control over the standards, delivery, and validation of higher education” (Brock, 2007, p. 25). Over the past twenty-five years (one could say 2500 years) calls for quality assurance have caused tension inside and with regards to the outcomes of higher education. These tensions stem from differing purposes, perceptions, and processes for quality assurance on the part of the groups that compete to control these elements. In essence, it is a matter of language and power (Ewell, 1989), that is, whoever defines the language of quality assurance purposes, perceptions, and processes has the power to control higher education. Inside higher education those in different disciplines may have quite divergent views of quality assurance. Often these views are divided along the lines of the sciences and humanities, as characterized by Snow (1961). In addition, the more applied or profession-oriented disciplines, such as engineering, business, health professions, and teacher education, have their own expectations related to the standards, delivery, and validation of higher education. It is often the case that faculty and administrative cultures within an institution have differing views related to purposes, perceptions, and processes of quality assurance.
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Thi Thao Nguyen, Ho, Subarna Sivapalan, and Pham Hung Hiep. "The Transformation from STEM to STREAM Education at Engineering and Technology Institutions of Higher Education." SHS Web of Conferences 124 (2021): 07003. http://dx.doi.org/10.1051/shsconf/202112407003.
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The scope of STEM based academic programs such as engineering and technology education should be widened to include Science, Technology, Reading, Engineering, Arts and Mathematics (STREAM) to enable future STEM graduates to be able to respond to the rapid changes of IR 4.0 and be ready for STEM based professions of the 21st century. A STREAM based curriculum for STEM focused programs will promote 21st century skills including collaboration, communication, creativity and critical thinking. STREAM has been gaining much popularity globally, given its ability to provide opportunities for learners to develop 21st century skills and the 4Cs necessary to strive in the future workplace. In this paper, we provide a succinct review of current debates surrounding this issue, drawing upon examples from across the globe, in Malaysia and Vietnam.
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Mercer, Kathryn, Kari D. Weaver, Rachel Figueiredo, and Caitlin Carter. "Critical appraisal: The key to unlocking information literacy in the STEM disciplines." College & Research Libraries News 81, no. 3 (March 3, 2020): 145. http://dx.doi.org/10.5860/crln.81.3.145.
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Science is an essential social institution and a building block in advancing human societies. At the core of scientific discovery and problem solving is innovation to improve the human condition, within and beyond the institutions of higher education that shape scientific minds. Research in any field, beginning in undergraduate education, is fundamentally about information—finding, understanding, generating, discussing, influencing, contradicting, contextualizing, disproving, and communicating it; the ability to do so generally referred to as information literacy. Parallel to this, everyday life increasingly requires navigating an overwhelming amount of complex scientific information, and misinformation.
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Luedke, Courtney L., Dorian L. McCoy, Rachelle Winkle-Wagner, and Jamila Lee-Johnson. "Students Perspectives on Holistic Mentoring Practices in STEM Fields." JCSCORE 5, no. 1 (May 24, 2019): 33–59. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.1.33-59.
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This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.
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Pilotti, Maura A. E., Khadija El Alaoui, and Gaydaa Al-Zohbi. "What Are Male and Female Students’ Views of Science in a Society in Transition? A Self-Study of an Institution of Higher Education." Education Sciences 12, no. 12 (December 14, 2022): 920. http://dx.doi.org/10.3390/educsci12120920.
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Consensus exists among countries of the world that science literacy is necessary for sustainability. Instruction may emphasize comprehension of scientific contents as well as the use of scientific information to examine and understand life on earth, but students’ interest in science is the base on which such instruction rests. In the present field research, we examined female and male college students’ views of science education within their chosen major (STEM versus non-STEM). We specifically selected students whose socio-cultural context is that of a society in transition from a patriarchal model to one that fosters gender equity. A successive-independent-samples design was used to administer a simplified version of the RISC surveys to two clusters of students differing in educational experience: entry-level students (first and second year) and exit-level students (third and fourth year). Female and male students majoring in STEM or non-STEM disciplines at each level were targeted. Although there were no gender differences in major selection at the entry level, at the exit level, male students were more numerous in STEM than non-STEM majors. Only a few gender differences were recorded in students’ views of science education within their STEM and non-STEM majors. At the exit level, opinions about majors were positive across the board. In the microcosm of an academic institution inside a society once defined by patriarchy, gender is now less of a distinctive professional marker for students receiving a college education. Because attitudes are often linked to behavior, these findings also demonstrate the usefulness of periodic institutional assessments of not only students’ performances but also attitudes and preferences to determine the need for gender equity interventions.
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Derting, Terry L., Diane Ebert-May, Timothy P. Henkel, Jessica Middlemis Maher, Bryan Arnold, and Heather A. Passmore. "Assessing faculty professional development in STEM higher education: Sustainability of outcomes." Science Advances 2, no. 3 (March 2016): e1501422. http://dx.doi.org/10.1126/sciadv.1501422.
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We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
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BARNA, OLHA, and OLENA KUZMINSKA. "MODELS AND RESOURCES FOR TEACHING STEM-DISCIPLINES IN THE CONTEXT OF THE COVID-19 PANDEMIC." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 224–32. http://dx.doi.org/10.25128/2415-3605.21.1.27.
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The development and improvement of human skills and capabilities through education are key drivers of economic, social success and personal well-being. This study highlights the need for training STEM specialists in educational institutions. An analysis of the conceptual framework and regulatory support for the implementation of STEM-education in Ukraine. The lack of a unified strategy for the digital transformation of domestic higher education institutions and the launch of new STEM-oriented educational programs has been identified. The peculiarities of teaching STEM-disciplines related to the need to use equipment and specialized software are described. An overview of approaches and examples of implementation of STEM-disciplines according to the model of traditional, blended and distance learning at Ternopil National Pedagogical University named after Volodymyr Hnatiuk has been given. The need to modify the existing models of teaching STEM-disciplines for the implementation of quality education in the conditions of COVID-19 is substantiated. Examples of STEM-education resources in universities in Great Britain, Spain and Ukraine are given. A model of behavior of teachers of STEM-disciplines under conditions of uncertainty about the model of teaching organization has been developed. The proposed model can serve as a basis for analyzing the needs and capabilities of the educational institution to implement effective teaching of STEM-disciplines in conditions of uncertainty, in particular, caused by COVID-19, costs and alternative ways of organizing the educational process. Prospects for further research are identified.
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Martinez Ortiz, Araceli, and Vederaman Sriraman. "Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study." American Journal of Engineering Education (AJEE) 6, no. 1 (June 1, 2015): 43–60. http://dx.doi.org/10.19030/ajee.v6i1.9251.
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An institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students’ decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, “Why do undergraduate students leave college STEM fields of study?” A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more broadly focused instruments and used to collect faculty insights regarding faculty and student experiences and possible reasons for student attrition in STEM. A review of retention theories was undertaken to better inform the process of generating remedies to the STEM persistence issue. Data were collected and analyzed separately for each component to produce two sets of findings. Findings indicated that there were retention issues in regard to STEM majors in general and underrepresented student groups in particular. Underrepresented students do not pursue STEM degrees percentage wise in comparison to other degrees. The self-study and retention theories suggest the following remedial measures: supporting faculty to transform their teaching, providing supplemental instruction in math and science and including discipline specific introductory courses and early internship experiences.
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Nwakpuda, Emily I. "Major Donors and Higher Education: Are STEM Donors Different from Other Donors?" Nonprofit and Voluntary Sector Quarterly 49, no. 5 (February 20, 2020): 969–88. http://dx.doi.org/10.1177/0899764020907153.
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Philanthropic support of higher education is a growing area of interest among academic fundraisers and philanthropy scholars. The academic fields of science, technology, engineering, and math (STEM), in particular, are in need of a better understanding of their major donors. This article analyzes a unique database of announced gifts to higher education institutions from 1995 to 2017 to investigate relationships between major donors’ characteristics and the magnitude of their gifts to STEM and all other academic disciplines. Major donors to STEM are disproportionately entrepreneurs who, on average, give larger gifts to STEM than other major donors. Quantile regressions reveal a positive and statistically significant relationship between major donors’ entrepreneurial status and gift amounts at the 99th quantile (worth US$100 million or more). As major funding sources for academic STEM are increasingly threatened, these findings are pertinent to academic institutions seeking to leverage major donors as an alternative source of funding.
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Kersanszki, Tamas Laszlo, and Laszlo Nadai. "The Position of STEM Higher Education Courses in the Labor Market." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 62. http://dx.doi.org/10.3991/ijep.v10i5.13905.
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Using the Hungarian Higher Education Enrollment and Student Statistics, we address the major higher educational challenges facing STEM education, not only in Hungary but also in the European Union. We include the lack of methodologies for a transition to upper secondary education, the low enrollment rate for STEM programs and the high drop-out rates in these programs for various countries, including the presence of 'fall objects'. Based on enrollment numbers, we capture the characteristics of STEM undergraduate and graduate courses and training institutions, highlighting the regional differences and the resulting individual interventions.
Examining the statistical evidence behind STEM training, we conclude that Hungarian applicants for higher education do not have sufficient information concerning possible STEM career paths. The Labor market needs are not sufficiently reflected in curriculums and the development of basic competencies are not provided. The education is, therefore, typically, far from real-world workplace situations and problem-solving needs.
This study points to a need to reinterpret STEM training, to ensure future supply, through training and career guidance, highlighting a more active involvement of women and disadvantaged groups in STEM courses.
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Oliveros Ruiz, Maria Amparo. "Panorama of teaching in higher education institutions under science, technology, engineering and mathematics (STEM) programs." Revista Científica 40, no. 1 (January 1, 2021): 2–12. http://dx.doi.org/10.14483/23448350.16764.
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Student enrolment in science, technology, engineering and mathematics (STEM) programs is critical in Mexico. Mexican employers reported having difficulty finding people with the necessary skills to fill vacancies in STEM areas. Our study analysed student responses regarding the main factors in choosing a STEM career. These included everything from gender roles to family opinions. The resulting indicators showed how cultural training, youth identity and gender equity impact career choices related to STEM for students in Mexico’s border areas of Baja California and Sonora. Our results can help define strategies universities should implement and success factors for recruiting and retaining students in STEM programs.
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O’Connor, Pat, Clare O’Hagan, Eva Sophia Myers, Liv Baisner, Georgi Apostolov, Irina Topuzova, Gulsun Saglamer, Mine G. Tan, and Hulya Caglayan. "Mentoring and sponsorship in higher education institutions: men’s invisible advantage in STEM?" Higher Education Research & Development 39, no. 4 (November 14, 2019): 764–77. http://dx.doi.org/10.1080/07294360.2019.1686468.
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Surman, Vivien, Zsuzsanna Eszter Tóth, and Györgyi Danó. "Defining Service Quality Attributes at Different Levels of Operation in Higher Education Institutions: How Could the Service Quality Perceptions of Students Contribute to a Better Understanding of Improvement Directions?" Zagreb International Review of Economics and Business 25, s1 (December 1, 2022): 1–15. http://dx.doi.org/10.2478/zireb-2022-0021.
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Abstract The service quality literature focusing on higher education has been expanding rapidly parallel with the increasing marketization of the sector which poses new challenges against institutional improvement efforts and the applied management toolkit. The primary objective of our paper is to demonstrate the results of a surveying carried out in the Hungarian higher education system. The participating students evaluated the importance of quality attributes that were previously defined at the programme and the institution levels of operation and also rated the performance they had experienced along the same attributes. Both the quantitative and the qualitative results demonstrate that the student perceptions about the institutional image primarily stem from their service quality perceptions gained at the programme level defining the total student experience. Therefore, the institutional actions aiming service quality improvements should incorporate the programme level experiences of students both for enhancing total student satisfaction and institutional reputation.
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Abdel-Salam, Abdel-Salam G., Khalifa Hazaa, and Emad Ahmed Abu-Shanab. "Evaluating the Online Learning Experience at Higher Education Institutions." International Journal of Cyber Behavior, Psychology and Learning 12, no. 1 (January 2022): 1–23. http://dx.doi.org/10.4018/ijcbpl.298692.
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In light of recent COVID-19 pandemic, universities had to cope by resorting to online learning without previous preparation. This paper tries to investigate students’ satisfaction with online learning. The literature review identified seven factors that influence satisfaction (quality, interaction, information technology, academic experience, comprehension, student support, and assessment), with four demographic factors (grade point average (GPA), gender, nationality, and major classification). All variables were significant predictors of satisfaction except assessment. Only GPA was a significant predictor among the four demographic factors. Mean comparisons on the level of satisfaction indicated that no difference between females and males, nationals possessed higher levels of satisfaction, and non-STEM students possessed higher satisfaction level. The study utilized a sample of 2,354 students from a public university in the Gulf region. The coefficient of determination for the regression model was 0.723. Conclusions and implications are reported at the end of the paper.
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Bilimoria, Diana, and Lynn T. Singer. "Institutions Developing Excellence in Academic Leadership (IDEAL)." Equality, Diversity and Inclusion: An International Journal 38, no. 3 (April 15, 2019): 362–81. http://dx.doi.org/10.1108/edi-10-2017-0209.
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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.
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Bramhall, Mike D., and Chris Short. "Education for Professional Engineering Practice." Industry and Higher Education 28, no. 3 (June 2014): 193–99. http://dx.doi.org/10.5367/ihe.2014.0203.
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This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more effectively. Sheffield Hallam University (SHU) led the project with Loughborough and London South Bank Universities as partners. Project advisers included Imperial College London and Coventry University. The four collaborative project objectives were to: develop an approach to interdisciplinary cross-year integration and professional team practice, project management, learning, teaching and assessment; develop cross-year student support systems to aid the above; develop the assessment of professional skills; and evaluate and disseminate the project outcomes to the wider STEM community. The activity allowed partners to trial and test a rounded implementation in each institution involving academic taught material, practical laboratory-based project work, together with an appropriate support structure for operation across a range of undergraduate courses.
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Chondrogiannis, Eleftherios, Eleni Symeonaki, Dimitris Papachristos, Dimitrios Loukatos, and Konstantinos G. Arvanitis. "Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (March 1, 2021): 230–50. http://dx.doi.org/10.3390/ejihpe11010018.
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Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators.
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Osadchyi, Viacheslav, Nataliia Valko, Liudmyla Kuzmich, and Nataliya Abdullaeva. "Research on the impact of specialized STEM education on later education choices." Ukrainian Journal of Educational Studies and Information Technology 10, no. 2 (June 30, 2022): 57–68. http://dx.doi.org/10.32919/uesit.2022.02.05.
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The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation.
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McGee, Ebony O. "Devalued Black and Latino Racial Identities." American Educational Research Journal 53, no. 6 (December 2016): 1626–62. http://dx.doi.org/10.3102/0002831216676572.
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At some point most Black and Latino/a college students—even long-term high achievers—question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain.
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Santangelo, Jessica, Rosebud Elijah, Lisa Filippi, Behailu Mammo, Emily Mundorff, and Kristin Weingartner. "An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success." Education Sciences 12, no. 12 (November 22, 2022): 843. http://dx.doi.org/10.3390/educsci12120843.
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The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts.
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Matete, Rose Ephraim. "Why are Women Under-represented in STEM in Higher Education in Tanzania?" FIRE: Forum for International Research in Education 7, no. 2 (February 10, 2022): 48–63. http://dx.doi.org/10.32865/fire202172261.
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Women’s underrepresentation in Science, Technology, Engineering and Mathematics (STEM) has been documented worldwide. This study investigated the factors underlying women’s underrepresentation in STEM in higher education in Tanzania. The study employed a qualitative research approach that was informed by historical design. Data were collected through a systematic literature review and analyzed using a content analysis. Drawing from the literature, the study findings indicate that a lack of women’s participation in STEM is due to both socio-cultural and psychological factors. Sociological factors indicate that a patriarchal system and male dominance perpetuate gender inequality in STEM. Findings also indicate that cultural myths and beliefs that the science field is hard and that women are incapable of handling masculine activities hinder women from participating in science-related fields. The findings indicate further that a lack of laboratories in Tanzanian secondary schools force teachers to teach science subjects by using theories as an alternative to practical instruction. From a psychological point of view, evidence suggests that a lack of confidence among female students themselves regarding performance in science subjects hinders them from participating in STEM fields. It is recommended in this paper that if Tanzanian female students are to participate in science-related subjects in Higher Learning Institutions (HLIs), the government needs to orient them towards science subjects at the primary school level for them to build up an interest in science-related subjects. In addition, the training of science teachers remains imperative.
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KRAVCHENKO, L. M., and N. V. KRAVCHENKO. "ШЛЯХИ ФОРМУВАННЯ STEM-КОМПЕТЕНТНОСТЕЙ ЗДОБУВАЧІВ ПРИРОДНИЧОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 247–54. http://dx.doi.org/10.31494/2412-9208-2021-1-2-247-254.
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The urgency of the topic is due to the shortage of specialists in science-intensive and high-tech industries in the Ukrainian and world labor markets. It is emphasized that in the opinion of the world community the introduction of STEM education is a quick and effective way to solve the problem, but in the Ukrainian educational space, there is a problem of teacher training who is aware of his social responsibility and is able to achieve new pedagogical goals. The purpose of the work is to study and determine the ways of formation of STEM-competencies of natural education applicants. The paper considers the main directions of the strategy of building the educational process in order to implement the tasks of STEM-education and ways of forming STEM-competencies of natural education students, emphasizes the need to modernize scientific and methodological training of future teachers of natural education that provides for the change of traditional approaches to the organization of the educational process in institutions of higher pedagogical education to an innovative, radical revision of existing models of education, educational professional programs, methods of teaching. The stages of the introduction of the STEM-approach taking into account the sensitive periods of human development (“windows of opportunities”) are analyzed. The importance of interuniversity, regional and international contacts of teachers and students, regular exchange of experience at seminars, conferences and symposia, exchange of students, graduate students, teachers, implementation of joint projects, research programs are emphasized. Key words: STEM-education, STEM-competencies, natural education, soft skills, innovative learning technologies.
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Abdul Rahim, Shamimah Parveen, Norfarah Nordin, and Mohd Ali Samsudin. "INTEGRATED STEM PROBLEM-BASED LEARNING APPROACH: A STUDY ON MALAYSIAN UNDERGRADUATES’ ACHIEVEMENT IN LEARNING GENETICS CONCEPTS." International Journal of Education, Psychology and Counseling 7, no. 48 (December 15, 2022): 27–39. http://dx.doi.org/10.35631/ijepc.748003.
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Science, Technology, Engineering, and Mathematics (STEM) education should focus on producing scientific and innovative society as emphasized in the Malaysia Education Blueprint for Higher Education (2015-2025). The blueprint states STEM education to be practised at higher education institutions to produce competent graduates. This study echoed the initiatives of implementing STEM at higher education institutions. Hence, STEM education module integrated with Problem Based Learning (PBL) approach was developed. PBL approach was chosen as means to deliver STEM education because PBL approach fosters teamwork and engagement in learning. The Integrated STEM-PBL module was used to measure the achievement towards genetic concepts. A pre-experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from the faculty of biology from a public university in Malaysia were studied. Genetics Concepts Achievement Test (GCAT) was used to measure the achievement towards genetics concepts in this study. The GCAT was validated by experts with Kuder-Richardson 20 (KR-20) internal consistency reliability measure. The administration of GCAT at pretest and posttest showed that the integrated STEM-PBL module enhanced and retained the students’ achievement in genetics concepts
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Muhamad Adnan, Muhamad Hariz, Shamsul Arrieya Ariffin, Hafizul Fahri Hanafi, Mohd Shahid Husain, and Ismail Yusuf Panessai. "A Social Media Analytics Framework to Increase Prospective Students’ Interests in STEM and TVET Education." Asian Journal of University Education 16, no. 4 (January 24, 2021): 82. http://dx.doi.org/10.24191/ajue.v16i4.11945.
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Recently, the promotion of Science, technology, engineering and mathematics (STEM) education has become the highlight due to the shortage in the STEM workforce. Surprisingly, the enrolment rates in STEM degrees are still low in many countries. Social media has been identified as one of the main platforms that can help to increase prospective students’ interest in STEM and also Technical and Vocational Education and Training (TVET) subjects. However, very little research has been done for the higher education institutions in Malaysia in leveraging social media and social media analytics effectively to increase the students’ interests and awareness of STEM and TVET disciplines. Therefore, this paper aims to propose a framework to increase prospective students’ interest in STEM and TVET using social media and big data analytics. The objectives of this study are to explore various social media applications in education and study these applications towards increasing students’ interests and propose a suitable framework for Malaysian higher education institutions. The framework is proposed by following the theory synthesis methodology. Four main components of the framework have been proposed, namely social media, role model or mentoring, massive open online courses and big data analytics. Each component is significant and requires a considerable amount of time to develop. The suggested framework is anticipated to benefit higher education institutions with a significant gain of the number of students, revenues and positive reputations.
Keywords: Social media, Social media analytics, STEM, E-learning, Education
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Kezar, Adrianna, and Samantha Bernstein-Sierra. "Examining Processes of Normative Isomorphism and Influence in Scaled Change Among Higher Education Intermediary Organizations." AERA Open 5, no. 4 (October 2019): 233285841988490. http://dx.doi.org/10.1177/2332858419884905.
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This study examines the Association of American Universities Undergraduate STEM (science, technology, engineering, and mathematics) initiative and the ability of a national organization and its member institutions to reshape norms about the importance and value of teaching and dedicated efforts to teaching improvement. The study is framed with literature from institutional theory, meso-influence theories from organizational theory, and research on higher education intermediary organizations. Our findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors. We organize our findings into three categories of “enactments” based on the vehicles through which an influence behavior is motivated: prioritization, social pressure, and recognition. This study was able to provide concrete descriptions for what influence can look like within national organizations that are organizational field actors.
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Whittaker, Joseph A., and Beronda L. Montgomery. "Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development." Innovative Higher Education 39, no. 4 (November 12, 2013): 263–75. http://dx.doi.org/10.1007/s10755-013-9277-9.
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Amutuhaire, Tibelius. "Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda." East African Journal of Education Studies 5, no. 1 (April 19, 2022): 182–94. http://dx.doi.org/10.37284/eajes.5.1.625.
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This paper analyses the existing modes of financing a university education in Uganda. Different parties, including the state, the student (household), donors, and the institution itself, are financing university education in Uganda. However, students are the primary source of funds for university education. Over the years, the fees charged to university students have been increasing to the extent that they are now becoming unaffordable to many students considering the current average annual household income. While the government is involved in funding university education, the level of involvement is unsatisfactory besides being discriminative. The existing government sponsorship scheme indirectly favours students from affluent families and denies access to poor students. The existing loan scheme focuses only on STEM courses and ignores students whose potentials are in the arts sector. However, in doing all this, the state uses taxpayers' money. Indirectly, poor households finance the education of students from affluent families while students from low-income families must struggle on their own. Therefore, it is submitted in this paper that the existing funding mechanism for university education in Uganda should be revisited and made fair, sustainable, and inclusive. The paper reviews literature relevant to the topic by adopting a general literature review methodology. It highlights the involvement of different partners that finance university education in Uganda and the benefits of university education. The paper submits that a better funding model for university education should involve the student, the university, and the state should take the leading role.
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Wanjau, Stephen Kahara, George Okeyo, and Richard Rimiru. "Data Mining Model for Predicting Student Enrolment in STEM Courses in Higher Education Institutions." International Journal of Computer Applications Technology and Research 5, no. 11 (November 8, 2016): 698–704. http://dx.doi.org/10.7753/ijcatr0511.1004.
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Mestrovic, Dunja. "Service Quality, Students' Satisfaction and Behavioural Intentions in STEM and IC Higher Education Institutions." Interdisciplinary Description of Complex Systems 15, no. 1 (2017): 66–77. http://dx.doi.org/10.7906/indecs.15.1.5.
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Marcone, Giancarlo. "Humanities and Social Sciences in Relation to Sustainable Development Goals and STEM Education." Sustainability 14, no. 6 (March 10, 2022): 3279. http://dx.doi.org/10.3390/su14063279.
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This article explores the question: How can the humanities and social sciences become key elements for the implementation of quality STEM (Science, Technology, Engineering, and Mathematics) education, providing students with the competencies required for a sustainable development agenda? To answer this question, the article seeks to (1) understand the elements that are common in STEM education, Education for Sustainable Development (ESD), and Humanities, Arts, and Social Sciences, (2) analyze these relationships in higher education, and (3) evaluate how to integrate them in a classroom. The article presents the experience of a course that explicitly seeks to integrate humanities and social sciences in a STEM-oriented institution of higher education. This discussion will be complemented by the analysis of survey data from two semesters, taken at the beginning and at the end of a course. This will help to discuss how the students shaped their perceptions about these topics and to what extent these perceptions were or were not changed by the course. Finally, the article proposes that the specific analysis of sustainable development goals (SDGs) and their targets are educational tools to help achieve interdisciplinarity in the classroom, but only if we help the students to see the relationship of these SDGs to their own lives and with their own careers.
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Casanova, Joana R., Adrián Castro-López, Ana B. Bernardo, and Leandro S. Almeida. "The Dropout of First-Year STEM Students: Is It Worth Looking beyond Academic Achievement?" Sustainability 15, no. 2 (January 9, 2023): 1253. http://dx.doi.org/10.3390/su15021253.
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The expansion of Higher Education increased the diversity of students, with heterogenous characteristics, needs, and values. Institutions, intending to preserve the mission and the transformative potential of the tertiary level of education, are facing and implementing policies and practices that enhance success conditions, persistence, and avoid student dropout, in order to meet the goals for sustainable development of people and societies. The present study aims to analyze the impact of personal and academic variables on students’ academic difficulties in adaption to HE, academic achievement, and dropout among first-year STEM students. From a cohort of STEM first-year students at a Portuguese public university, the participants numbered 1376. Applying the structural equation modelling, the results highlight the effect of the variables age, gender, scholarship, and grade point average on access to higher education, difficulties in adapting to higher education, and dropout decision. Understanding STEM students who have already dropped out can contribute to better identification of institutional actions to prevent and reduce its occurrence, especially in first-year students.
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Correia, Marisa, and Mónica Baptista. "Supporting the Development of Pre-Service Primary Teachers PCK and CK through a STEM Program." Education Sciences 12, no. 4 (April 4, 2022): 258. http://dx.doi.org/10.3390/educsci12040258.
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STEM (Science-Technology-Engineering-Mathematics) education has received great attention in recent years not only for promoting interest and learning in these areas but also for encouraging children and young people to pursue careers in them. This research explored the effects of a STEM program in developing the primary pre-service teachers’ Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) about sound. A qualitative and interpretative study analyzed the impact of a STEM program on the CK and PCK of 18 pre-service primary teachers that were attending a master’s degree program in a Portuguese higher education institution. The data was collected from their lesson plans, field notes, a focus group interview, and participants assignments throughout the STEM activities carried out. Findings revealed several scientific misconceptions and weaknesses in the participants’ PCK. Nevertheless, there was a clear positive impact on pre-service teachers’ CK and PCK, specifically regarding the principles underlying STEM integration that was proposed in the conceptual framework.
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Skliarova, Iouliia, Inês Meireles, Natália Martins, Tatiana Tchemisova, and Isabel Cação. "Enriching Traditional Higher STEM Education with Online Teaching and Learning Practices: Students’ Perspective." Education Sciences 12, no. 11 (November 12, 2022): 806. http://dx.doi.org/10.3390/educsci12110806.
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In this paper, we aim to identify online teaching and learning practices that would be beneficial for blended and traditional on-campus education within STEM (Science, Technology, Engineering, and Mathematics) courses. Our university, as well as the majority of higher education institutions worldwide, has had few to no experience in delivering full online courses before 2020. The teaching process was, however, severely affected and modified by the COVID-19 pandemic, forcing an abrupt and unprepared shift towards online education. In this work, we look at the pandemic as causing a very favorable side effect that forced the university to study, test, apply, and evaluate the benefits and drawbacks of online education and assessment methods. The study is a result of joint efforts from different departments at the University of Aveiro, Portugal, connected to STEM undergraduate and graduate programs and is based on a questionnaire targeted towards students. In total, 167 valid STEM students’ answers have been collected and analyzed, both quantitatively and qualitatively. As the result, the best teaching and learning practices are identified and the main difficulties and obstacles experienced by students are detected. Some of the problems are common to many higher education institutions, such as the lack of teacher preparation in delivering quality online synchronous and asynchronous classes, technical limitations (network bandwidth/weak equipment), ineffective communication during synchronous classes, gaps in student skills, and low activity of some students and even teachers. We believe that the presented results would allow for improving future on-campus, distance, and blended learning courses, particularly through avoiding less effective teaching and assessment methods and favoring those techniques that students consider more efficient. This ultimately would lead to a more rewarding teaching/learning experience.
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Lott, Joe L., Susan Gardner, and Daniel A. Powers. "Doctoral Student Attrition in the Stem Fields: An Exploratory Event History Analysis." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (August 2009): 247–66. http://dx.doi.org/10.2190/cs.11.2.e.
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The STEM fields, otherwise known as the Sciences, Technology, Engineering, and Mathematics areas, have become the focus of multiple studies and funding initiatives in recent years. Despite these efforts, lingering concerns exist about who enters, who is retained, and who completes the doctorate in STEM fields. This study utilizes discrete-time event history analysis to model doctoral attrition for 10,088 individuals, in 56 STEM departments, at one research-extensive institution, located in the South, over a 20-year period. Results show that the odds of attrition are the greatest in the first year. Additionally, the odds of attrition are greater for females, Asians, and for those who belong to a hard-applied science major (versus a hard-pure major). The odds of attrition are lower for married students and for those who have higher relative GRE scores than their peers in the same program. The findings of this study provide a deeper understanding of the relationship between particular characteristics of doctoral students and programs on attrition rates over time.
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Кузьменко, Ольга. "Computer-aided Design in the Teaching of Physics as a Means of Introducing Elements of STEM Education in Institutions of Higher Technical Education." Health and Safety Pedagogy 4, no. 2 (2019): 89–96. http://dx.doi.org/10.31649/2524-1079-2019-4-2-089-096.
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Li, Amy Y. "Performance Funding Policy Impacts on STEM Degree Attainment." Educational Policy 34, no. 2 (February 22, 2018): 312–49. http://dx.doi.org/10.1177/0895904818755455.
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Performance funding policies for higher education allocate appropriations to public institutions based on student outcomes such as degree completions. This study investigates whether a special science, technology, engineering, and mathematics (STEM) incentive in 13 state performance funding policies leads to greater undergraduate degree completions in STEM fields. This study applies a conceptual framework of principal–agent theory and anticipatory policy effects. Incorporating a panel data set on 551 public 4-year institutions from 2003-2004 to 2014-2015, results from difference-in-differences analyses suggest that the STEM incentive increases total STEM bachelor’s degrees completed as well as STEM bachelor’s degrees completed as a proportion of all bachelor’s degrees. Findings are robust to alternative specifications, suggesting that institutions are responding to the performance funding STEM incentive by graduating more students in these high-demand fields.
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Ghazzawi, Dina, Lyle McKinney, Catherine Lynn Horn, Vincent Carales, and Andrea Burridge. "The Road to the Baccalaureate." Journal of International Students 10, no. 2 (May 15, 2020): 420–42. http://dx.doi.org/10.32674/jis.v10i2.339.
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International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.
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Osadchyi, Viacheslav, Nataliia Valko, Liudmyla Kuzmich, and Nataliya Abdullaeva. "Studies of impact of specialized STEM training on choice further education." SHS Web of Conferences 75 (2020): 04014. http://dx.doi.org/10.1051/shsconf/20207504014.
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The specialized training influence to the choice of further direction of study is considered in the work. The assumption that early involvement of students in the study of natural and mathematical disciplines, in particular mathematics is given. It will stimulate young people to get STEM education in future. The essential element in future professional choice, development and formation is the issue of motivation for learning. It is important that modern students are gradually losing their incentive to study. Almost a third of those who choose the appropriate study profile have contradictions between professional self-determination and the availability of the necessary knowledge for the profession, between choosing a higher education institution and being able to enter in it. The contradiction requires purposeful formation of a conscious choice of future activities. The conducted research has shown that the basis of the motivational component of the choice of STEM-learning is studying of natural and mathematical disciplines by modern teaching technologies and organizing of additional lessons system based on the projected teaching methods. It satisfies the growing needs for intelligence, knowledge, motivational beliefs to understand the specifics of the future profession.
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Peña, Marta, Noelia Olmedo-Torre, Elisabet Mas de les Valls, and Amaia Lusa. "Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education." Sustainability 13, no. 9 (April 29, 2021): 4994. http://dx.doi.org/10.3390/su13094994.
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The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.
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Feher, Katalin, Zsuzsanna Géring, and Gábor Király. "Promoting the future of innovative higher education through thousands of master's programmes." Society and Economy 44, no. 1 (March 4, 2022): 46–64. http://dx.doi.org/10.1556/204.2021.00019.
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Abstract This paper discusses how leading innovative universities and their master's programmes reflect rapidly changing social-economic technological trends. The increasing focus on the STEM subjects, the changing profile of business and MBA programmes, and the ratio of interdisciplinarity provide insights into the development of future-oriented higher education. In the scope of this study, 2,708 master's programmes were surveyed globally based on their online representation, and 1,750 training programmes from this list were analysed in terms of employability rankings. According to our findings, Western Europe offers the largest number of master's programmes. STEM studies are overrepresented at the top innovative universities, and interdisciplinary studies account for fifteen percent of the programmes. Additionally, business studies with interdisciplinary programmes were identified in a higher proportion as compared to business-only studies. The findings signal the labour market's preferences toward future-oriented, personalised and responsive knowledge. The present study contributes to future education through a global analysis, and supports the strategy creation of higher education institutions (HEIs). Therefore, this article is especially informative to representatives, policy makers or researchers at future-oriented HEIs.
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Skorton, David. "Branches from the same tree: The case for integration in higher education." Proceedings of the National Academy of Sciences 116, no. 6 (February 4, 2019): 1865–69. http://dx.doi.org/10.1073/pnas.1807201115.
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The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.
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Dönmez, Ismail, Sahin Idin, and Seraceddin Gürbüz. "DETERMINING LOWER-SECONDARY STUDENTS’ STEM MOTIVATION: A PROFILE FROM TURKEY." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 38–51. http://dx.doi.org/10.33225/jbse/22.21.38.
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The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and fathers’ education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students’ STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. Keywords: lower-secondary school students, quantitative research, STEM, STEM motivation