Relevant bibliographies by topics / STEM participation

Academic literature on the topic 'STEM participation'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "STEM participation"

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Gottfried, Michael A., and Darryl Williams. "STEM Club Participation and STEM Schooling Outcomes." education policy analysis archives 21 (October 7, 2013): 79. http://dx.doi.org/10.14507/epaa.v21n79.2013.

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To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students’ success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.
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Ilimbetova, Aisylu. "Participation of Russian women in STEM business." Woman in russian society, no. 2 (June 30, 2020): 52–61. http://dx.doi.org/10.21064/winrs.2020.2.5.

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The transformation of the fight for gender equality has led to a shift from the fight for equal rights to the fight for equality of opportunity. Provided by the laws the equal rights of men and women came across the existence of unwritten standards of proper behavior and occupations of women, “glass ceilingˮ, the existence of which is noticeable, but often unprovable. At the same time, technological development and universal informatization have created an era of digital economy in which women also have to take their place. The social status and capabilities of the individual in the digital age will depend on how well they have been able to adapt to changing technological conditions, educational requirements and skills. As a result of the analysis of the data, it was found that Russian women are full participants in economic relations and entrepreneurship. About one third of entrepreneurs in STEM business are women. In that sphere of business, there is gender differentiation and niches traditionally occupied by women: accounting services, advertising, textiles and food production, humanities and social sciences, biotechnology and medicine. The larger the business and the more employees it employs, the fewer women managers there are. The structure of business activities of men and women is similar to the educational structure of the population: technical specialties — male, humanitarian — female. In general, the analysis of the data leads to the conclusion that women’s participation in STEM business is insufficient.
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Falk, Nikki A., Patrick J. Rottinghaus, Tracy N. Casanova, Fred H. Borgen, and Nancy E. Betz. "Expanding Women’s Participation in STEM." Journal of Career Assessment 25, no. 4 (September 11, 2016): 571–84. http://dx.doi.org/10.1177/1069072716665822.

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Despite social cognitive and cultural barriers, women continue to consider and declare science, technology, engineering, and math (STEM) majors. Research suggests that both self-efficacy and interest are necessary to approach a career goal; however, women in STEM report lower interest and confidence compared to their male counterparts. Using integrative career profiles of 448 potential and declared STEM majors, we investigated Realistic, Investigative, Artistic, Social, Enterprising, and Conventional thresholds of self-efficacy and interest among women and men using the career and personality assessments integrative online system. Results indicated gender as a moderator for the Realistic threshold, where women have a lower threshold for approaching and declaring a STEM major compared with men. Women in this sample showed similar levels of Investigative self-efficacy and interests compared with men. This study adds to prior literature investigating people–thing orientations among men and women in STEM. These results may be utilized in broadening female participation in STEM and alleviating underrepresentation.
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Christman, Scott, and Cole J. Kupec II. "Addressing STEM Education: The U.S. Defense Industry and Legitimate Peripheral Participation." Journal of Economics, Business and Management 4, no. 3 (2016): 243–46. http://dx.doi.org/10.7763/joebm.2016.v4.398.

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Ballen, Cissy J., Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, et al. "Smaller Classes Promote Equitable Student Participation in STEM." BioScience 69, no. 8 (July 24, 2019): 669–80. http://dx.doi.org/10.1093/biosci/biz069.

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Abstract As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.
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Saw, Guan K. "Leveraging Social Capital to Broaden Participation in STEM." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 35–43. http://dx.doi.org/10.1177/2372732219895997.

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Broadening participation in science, technology, engineering, and mathematics (STEM) is critical to the nation’s economic growth and national security. In K–12 and higher education, researchers and educators increasingly employ the concept of social capital to develop programs for improving STEM learning, motivation, and participation of young students. STEM social capital in education comprises STEM-oriented resources—whether instrumental, informational, or emotional—that students access through their social networks. Major theoretical perspectives, research evidence, and promising practices are associated with the concepts of social capital in STEM education. Students’ social capital in STEM education (derived from families, peers, teachers, and professional networks) demonstrably promotes their STEM educational outcomes and career paths. Inclusive STEM schools, mentoring, and after-school programs are some promising approaches that can enhance STEM social capital and outcomes of underrepresented students, particularly women, Blacks/Hispanics/Native Americans, youth with low socioeconomic status, and persons with disabilities.
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Chiyaka, Edward T., Joachim Kibirige, Alec Sithole, Peter McCarthy, and Davison M. Mupinga. "Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development." Journal of Education and Training Studies 5, no. 9 (July 28, 2017): 18. http://dx.doi.org/10.11114/jets.v5i9.2527.

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School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers’ pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers’ participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one’s work schedule was one of the major barriers to PD participation for teachers.
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Ivanova, Malinka. "Learning Performance Improvement Through Participation in Online Seminar: Machine Learning Analysis." Innovative STEM Education 4, no. 1 (June 10, 2022): 69–78. http://dx.doi.org/10.55630/stem.2022.0410.

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Learning performance is related to students’ learning activities during a learning process. Their learning behavior could lead to successful course accomplishment or not, to better or worse final marks. Seminar practices have their impact on development of some students’ competences like: topics analysis, discussion and presentation and the planned tasks concern learning performance. In online environment, the seminars could be organized in the form of different learning scenarios and it depends on the functional and technical features of the organized educational environment as well as on the course goal. In this paper an investigation and analysis of students’ participation in online seminars is conducted with aim to understand the dependence between their learning performance, online tasks realization and final results. eLearning informatics gives possibilities for usage contemporary methods for research and learning analytics as one of them is machine learning. Machine learning algorithms are utilized to group students according to their learning behavior and final outcome. The created analytical models could be in support of educators and students to improve their educational activities. The accuracy of machine learning algorithms is evaluated to find the best model according to collected data during one semester.
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Friedmann, Enav. "Increasing women’s participation in the STEM industry." Journal of Social Marketing 8, no. 4 (October 8, 2018): 442–60. http://dx.doi.org/10.1108/jsocm-12-2017-0086.

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PurposeThe purpose of this study is to investigate women and men’s differences in perceived importance of various job attributes. Analyzing the job attributes that derive value might help to form intervention ideas for promoting greater participation of women in Science, Technology, Engineering and Mathematics (STEM) industries. Current research has primarily focused on this issue from educational, sociological and gender-based approaches, suggesting interventions such as enriching women’s science literacy and skills, increasing their science self-confidence and changing stereotypical views of the STEM field as masculine (perceived as lacking altruistic or communal values). Other have suggested policy interventions that include workplace family supportive programs.Design/methodology/approachChoice-based conjoint and choice model analyses were conducted to examine the importance of different job attributes for women and men.FindingsSalary and the ability to combine work and family obligations were the most important determinants of women’s career choices.Practical implicationsThis study is a first step to inform future intervention designs based on social marketing strategy. Focusing on the attributes related to women’s career choices is suggested to facilitate women’s entry into the STEM industry.Social implicationsIncreasing the value of STEM careers might lead to more equal representation of women in the STEM field.Originality/valueFor the first time, initial principals of a social marketing intervention is suggested after an examination of the core attributes related to women’s career choices.
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Flaningam, Eric, Hanna Keyerleber, and Christopher Embry. "Investigating the Effect of Community-Based Educational Robotics Programs on Underrepresented Youth." Purdue Journal of Service-Learning and International Engagement 8, no. 1 (2021): 65–70. http://dx.doi.org/10.5703/1288284317413.

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Traditional STEM academic programs have a large discrepancy in participation and engagement between low-income and minority students as compared to their peers from other demographics. This underrepresentation is visible beginning in the classroom and carrying through to higher education and the STEM workforce. The Ware Research Group previously studied the STEM learning environments of low-income communities in Lafayette, IN. Study results suggested that traditionally structured classroom environments were not effective in achieving high levels of participation and engagement in STEM material. To address this deficit, the research group is observing how community-centered STEM programs affect participation and engagement from low-income and minority students. The research group is using FIRST LEGO League (FLL), an internationally recognized STEM program for students in grades 4-8, as the vehicle for STEM education. Two FLL teams have been established in community centers serving the same communities previously studied by the research group. These teams focus on the STEM curriculum developed for the FLL program, focusing on action-based projects and the development of STEM and soft skills. The participating students on the teams range in age from 9-14 and offer a snapshot of the community demographic. This study is collecting qualitative data on student growth based on STEM engagement and overall educational outcomes. The team hypothesized students will see measurable improvements in skills such as programming, critical thinking, and communication. Thus far, qualitative observations have supported the hypothesis; however, the study will need to continue before making final conclusions. Community-based STEM programs may improve student representation in STEM programs and fields. If this study is proven to be successful, it could provide a resource for developing similar community-based stem programming.
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Dissertations / Theses on the topic "STEM participation"

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Kager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.

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Worker, Steven Michael. "Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs." Thesis, University of California, Davis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165795.

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The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators’ roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges.

This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth.

Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design practices, STEM content learning, strengthening of tool competencies, learning dispositions, and psychological ownership - however, their expression, manifestation, and opportunities were afforded and/or constrained by the various participation structures. Furthermore, conflicts were evidenced in the use of participation structures; emphasis of educators on formal reasoning and planning versus youth preference for hands-on tinkering; and tensions amongst youth peers while engaging in design teams. Two themes emerged regarding the educators’ pedagogy: adaptations in response to structural and curricular constraints and pedagogical approach influenced by self-identification with a professional field of engineering.

This study contributes to our understanding of STEM learning through design in out-of-school time. This research helps clarify the tensions among major co-actors, youth, educator, and curriculum, as the learning environment was co-constructed and how that, in turn, afforded opportunities for youth to learn and develop. This study illuminated the complex negotiations between these co-actors and explored questions about who can and does decide the nature of the activity structures. These co-actors were not without conflict, thus suggesting that these spaces and pedagogies do not exemplify STEM teaching on their own, but neither do they preclude practices that deepen young people's interest and motivation for STEM learning.

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Keinan, Eliana. "A New Frontier: But for Whom? An Analysis of the Micro-Computer and Women’s Declining Participation in Computer Science." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1466.

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Though women’s participation in science, technology, engineering, and mathematics (STEM) fields has greatly increased over the past 60 years, women’s participation in computer science peaked in the 1980s. The paper searches for key motivators for women entering computer science at the peak in order to isolate factors for the subsequent steep decline. A major finding of the paper is that having a computer at home is (weakly) statistically significant as a determinant for female students choosing to pursue computer science. This relationship is insignificant for students in other STEM and non-STEM fields. A final section of the paper examines employment in computing. There is some support to suggest that early exposure to computing is correlated with individuals, both male and female, subsequently using a computer at work.
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Nguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.

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Despite our awareness of the fascination modern humans have with the Internet, little is known about how and why colleges and universities create and maintain Websites. At the most general level, in this case study, I hypothesize that university Websites serve as communication and marketing tools in attracting students. At the most specific level, I postulate that civil engineering programs with Web pages depicting images of women and minorities would be more successful in recruiting and retaining women and students of color than civil engineering programs with Web pages displaying fewer or no images of women and minorities. The primary goal of this case study was to examine the relationships between Website information content and the recruitment and retention of women and minority pre-civil engineering students. The second, but equally important, goal was to investigate the reason(s) why, despite efforts to recruit and retain individuals from disenfranchised populations into STEM majors, students from these groups not only remain underrepresented in engineering, but leave this discipline at a much higher rate than their non-minority male counterparts. This case study focused on two Florida state university civil engineering programs and drew on ethnographic research methods. I used interviews, focus groups, Web pages, demographic sheets, and observations to examine the relationships between Website content and access to undergraduate civil engineering programs for women and students of color. The study sample involved 40 respondents, including pre-civil engineering students, civil engineering professors, and university administrators. Research findings suggested that Internet marketing has become a key strategy used by civil engineering programs in recruiting and retaining students from underrepresented groups. Additionally, the study revealed that both prospective and pre-civil engineering students use departmental Websites for communication and enrollment purposes. Last, but certainly not least, the study found that online climate is a significant factor in the recruitment and retention of women and students of color in civil engineering programs.
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Reeder, Christina. "Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955105/.

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This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after their teachers' participation in the program. Students were evaluated in terms of self-efficacy, knowledge of engineering, perceptions of engineering, and interest in engineering. A 22-item Likert pre/post survey was used for analysis, and participants included 589 students from six high schools, one middle school, and one magnet school. Paired surveys were analyzed to determine if there was a statistically significant difference in attitudes and knowledge after teachers implemented lessons from their time at the RET. Surveys were also analyzed to determine if there was a statistically significant difference in student response based on gender or student school type. Results showed no statistically significant difference in the self-efficacy of students, however there was a statistically significant difference in knowledge, perceptions, and interest in engineering. In addition, there was a statistically significant difference between genders on an isolated question, and seven out of the 22 Likert questions showed a statistically significant difference between student school types.
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Lindwall, Jennifer. "The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5270.

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Although calls for a more diverse workforce in biomedical fields have been widespread, racial and ethnic gaps in biomedical degree attainment persist. In order to succeed, URM STEM students must persevere despite numerous challenges and stay continuously motivated on the long road to degree attainment in biomedical disciplines. Past higher education research has identified two key self-appraisals, a sense of belonging and self-efficacy, as crucial for student success. These beliefs, which can serve as motivational resources for students, include students' convictions about whether they are a valued member of their academic community and whether they have what it takes to succeed in their discipline. This study explored how participation in an undergraduate research training program and students' motivational resources may be shaping their academic performance and thus contributing to their successful completion of undergraduate biomedical degrees. The study also dissected program participation into five components and explored whether a sense of belonging or self-efficacy played a mediational role in the relationship between program participation and academic performance for URM STEM students. Single and multiple linear regression analyses were used and results indicated significant links between overall program participation and both motivational resources as well as significant connections between various program components and these self-perceptions. No significant relationship surfaced between overall program participation and academic performance but in a multiple regression analysis, research dosage was linked to performance for students in the study. Additionally, no significant connection was found between the motivational resources and academic performance and thus, the mediational role of a sense of belonging and self-efficacy in the relationship between program participation and performance could not be tested.
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Parrey, Yvonne Margaret. "Vision and visibility of women in technoscience : On the participation of women in the social imaginary of technoscience and popular media." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-155062.

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After situating my interest in issues of women’s participation in technoscience, starting withmy experiences in the 1970s, this thesis turns to consider women’s visibility in more recenttechnoscience, in the light of European Commission figures indicating a slower progressionfor women into the more prestigious positions in STEM (Science, Technology, Engineeringand Mathematics) than the Commission had hoped.Two media case studies are presented focusing on the visibility of women in the EuropeanUnion (including the United Kingdom). One case study considers the media campaign whichinitiated the public promotion of a European Commission campaign to encourage women intoscience. The campaign-launch taster video was “Science it’s a girl thing! The other casestudy involved an analysis of media from a ‘Day in the technology news’ drawn from theBBC TechNews website on the 7th January 2018.The analysis of the social imaginary draws upon still images clipped from the short videoclips. The discussion is set within the context of the ‘woman question’ in science and ‘thescience question in feminism’ and both the notion of the gaze, and also Deleuzian notions offaceicity and affect. This analysis then reflects upon the research question: “Dorepresentation and visual modelling, visual encounters, or some less tangibleaffective factors, play a role in continuing an androcentric focus in science andtechnology, and how might this impact on the on-going exclusion or disincentivisingof technology and research careers for women, even if narratives havechanged and initiatives have tried to entice more women into STEM and research inthe UK and European Union?” Ultimately the underlying interest is “What can bedone about the woman question in science and technology in these areas if we are to try and redress the imbalance in women’s participation?”
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Pöhner, Nicolai [Verfasser], Martin [Gutachter] Hennecke, and Erik [Gutachter] Barendsen. "Educational robotics competitions as out-of-school learning setting for STEM education: An empirical study on students’ learning of problem solving skills through participation in the World Robot Olympiad / Nicolai Pöhner ; Gutachter: Martin Hennecke, Erik Barendsen." Würzburg : Universität Würzburg, 2021. http://d-nb.info/1239563922/34.

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Mitchell, Venessa M. "A phenomenological study factors African American female college students face participating in engineering STEM majors." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691416.

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The purpose of this qualitative research methods study with empirical phenomenological research design was to explore the lived experiences of the African American females compared to other populations entering engineering or other Science, Technology, Engineering and Mathematics (STEM) program in colleges. Although African American females have made some strides in educational achievements, there continues to significantly less progress in engineering and other STEM disciplines. Many occupations in the science, technology, engineering, and math fields require degrees in STEM to be considered for interviews and eventual employment. The African American female population in order to be more successful in engineering or other STEM programs it will be necessary to understand what barriers may exist that hinder positive results on an ongoing basis. The general problem of low numbers of female minority college students in STEM programs continues to create concerns for administrators and instructors. Proper evaluation and recommended improvements are needed to improve success rates for the African American female students. The goal of this research was to interview approximately 20 – 25 African America female college students in engineering and other STEM programs to identify what obstacles may exist that might hinder their success in these programs and make recommendations for improvements in the future.

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Ramlakhan, Nirmala. "A Comparative Investigation of Career Readiness and Decidedness in First Year STEM Majoring Students Participating in a STEM Mentoring Program Imbedded in a Living-Learning Community With Focused Data on Female STEM Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5447.

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Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
Ph.D.
Doctorate
Education and Human Performance
Education; Science Education
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Books on the topic "STEM participation"

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Women in STEM careers: International perspectives on increasing workforce participation, advancement and leadership. Cheltenham, UK: Edward Elgar, 2014.

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Teaching STEM and common core with mentor texts: Collaborative lesson plans, K-5. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2014.

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The Everything STEM Handbook: Help your child learn and succeed in the fields of science, technology, engineering, and math. Avon, Massachusetts: Adams Media, 2015.

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Broadening participation in STEM: Hearing before the Subcommittee on Research and Science Education, Committee on Science and Technology, House of Representatives, One Hundred Eleventh Congress, second session, Tuesday, March 16, 2010. Washington: U.S. G.P.O., 2010.

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Encouraging the participation of female students in STEM fields: Hearing before the Subcommittee on Research and Science Education, Committee on Science and Technology, House of Representatives, One Hundred Eleventh Congress, first session, July 21, 2009. Washington: U.S. G.P.O., 2010.

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Press, Hunt, ed. Deschooling gently: A step by step guide to fearless homeschooling. Los Angeles, California: Hunt Press, 2008.

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Lindsey, Cordell. Step-by-step across the pond. Pittsburgh, Pa: Dorrance, 1996.

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Step by step to involving parents in health education. Santa Cruz, Calif: ETR Associates, 1996.

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Taliadōros, Dēmētrēs Ē. Hē symvolē tēs Kyprou stē Mikrasiatikē Ekstrateia, 1919-1922. Leukōsia: [s.n], 2001.

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Jan, Goethel, ed. The path to family literacy: Building a comprehensive program, step by step. Eau Claire, Wis: Chippewa Valley Pub., 1994.

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Book chapters on the topic "STEM participation"

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García-Ramos, Lucy, Rita Peñabaena-Niebles, Amparo Camacho, Maria Gabriela Calle, and Sofia García-Barreneche. "Promoting the Participation of Women in STEM: A Methodological View." In Women in STEM in Higher Education, 99–125. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_6.

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AbstractThe low participation of women in engineering fields is a common problem worldwide. As a result, universities are starting to create plans to attract more female students. However, there are no documented methodologies to guide institutions in this process. Hence, this chapter describes a method to attract more women to STEM programs, using one Latin American university as a case study. The procedure starts by establishing a baseline of the student population, using specific metrics to determine possible biases in admissions or graduations. The results show a small number of registered female students; thus, the method suggests different strategies to improve this situation. The next step is proposing activities to empower young girls to study engineering, describing indicators developed to evaluate the effectiveness of the activities. The case study includes participation from elementary, middle, and high school students. Results show that girls and boys participated in the proposed activities, and they maintained or improved their motivation to study a STEM program.
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Mitchell, Monica B., and Olatokunbo S. Fashola. "Program Evaluation of Broadening STEM Participation for Underrepresented Students of Color." In Fostering Computational Thinking among Underrepresented Students in STEM, 138–68. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024552-7.

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Allegrini, Alessandra, Giuseppe Pellegrini, and Chiara Segafredo. "Italian Female and Male Students’ Choices: STEM Studies and Motivations." In Understanding Student Participation and Choice in Science and Technology Education, 297–313. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_18.

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Allegrini, Alessandra. "Gender, STEM Studies and Educational Choices. Insights from Feminist Perspectives." In Understanding Student Participation and Choice in Science and Technology Education, 43–59. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_4.

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Leonard, Jacqueline. "Facilitating Computational Participation, Place-Based Education, and Culturally Specific Pedagogy with Indigenous Students." In Fostering Computational Thinking among Underrepresented Students in STEM, 86–109. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024552-5.

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Regan, Elaine, and Justin Dillon. "A Place for STEM: Probing the Reasons for Undergraduate Course Choices." In Understanding Student Participation and Choice in Science and Technology Education, 119–34. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_8.

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Taylor, Orlando L., and Melissa E. Wynn. "Leadership Dimensions for Broadening Participation in STEM: Increasing the Role of HBCUs and MSIs." In Growing Diverse STEM Communities: Methodology, Impact, and Evidence, 177–95. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1328.ch012.

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Regan, Elaine, and Jennifer DeWitt. "Attitudes, Interest and Factors Influencing STEM Enrolment Behaviour: An Overview of Relevant Literature." In Understanding Student Participation and Choice in Science and Technology Education, 63–88. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_5.

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McIntee, Farron, Jennifer Tabb, Tamara Hendrickson, Ambika Mathur, Melanie Hwalek, Jacob D. Kagey, Katherine Snyder, Jeanne Andreoli, and Andrew L. Feig. "The Role of the ReBUILDetroit Scholars Program at Wayne State University in Broadening Participation in STEM." In Growing Diverse STEM Communities: Methodology, Impact, and Evidence, 123–38. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1328.ch008.

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Ulriksen, Lars, Lene Møller Madsen, and Henriette Tolstrup Holmegaard. "Why Do Students in STEM Higher Education Programmes Drop/Opt Out? – Explanations Offered from Research." In Understanding Student Participation and Choice in Science and Technology Education, 203–17. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_13.

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Conference papers on the topic "STEM participation"

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Wadekar, Adway S. "Grade-level participation in the AP curriculum." In 2018 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2018. http://dx.doi.org/10.1109/isecon.2018.8340512.

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Luna, Ana, Yereth Romero Blas, Minelly Sarmiento Mendoza, and Mario Chong. "Promoting Girls’ participation in STEM careers." In 2022 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2022. http://dx.doi.org/10.1109/edunine53672.2022.9782370.

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Morreale, Patricia, Mayra Bachrach, and Gail Verdi. "Broadening Participation in Computer Science through Sheltered Instruction Pedagogy." In 2021 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2021. http://dx.doi.org/10.1109/isec52395.2021.9764019.

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Buchanan, Laurin, Lori Scarlatos, and Nataliia Telendii. "Curriculum to Broaden Participation in Cybersecurity for Middle School Teachers and Students." In 2021 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2021. http://dx.doi.org/10.1109/isec52395.2021.9763930.

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Hollows, Sophie, Maryam Rab, and Charles Schulze. "UNDERSTANDING FEMALE PARTICIPATION IN STEM SUBJECTS IN PAKISTAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2006.

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Allred, Adrianna M. "FROM THE GROUND UP: WOMEN'S PARTICIPATION IN STEM." In 65th Annual Southeastern GSA Section Meeting. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016se-273631.

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Katterfeldt, Eva-Sophie, Nadine Dittert, Heidi Schelhowe, Yasmin B. Kafai, Letizia Jaccheri, and Javier Gomez Escribano. "Sustaining girls' participation in STEM, gaming and making." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3205867.

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Hollows, Sophie, Charles Edward Schulze, and Maryam Rab. "UNDERSTANDING FEMALE PARTICIPATION IN STEM SUBJECTS IN PAKISTAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0691.

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Ramohalli, Nikitha, and Tosiron Adegbija. "Modular electronics for broadening non-expert participation in STEM innovation: An IoT perspective." In 2018 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2018. http://dx.doi.org/10.1109/isecon.2018.8340470.

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Doerschuk, Peggy, Cristian Bahrim, Jennifer Daniel, Joseph Kruger, Judith Mann, and Christopher Martin. "An award winning program for increasing participation in STEM." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044365.

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Reports on the topic "STEM participation"

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Robert L. Shepard, PhD. Science and Engineering Alliance, Inc. (SEA) Activities to Increase Participation of Students from Underrepresented Groups in Science, Technology, Engineering and Mathematics (STEM) Programs. Office of Scientific and Technical Information (OSTI), April 2012. http://dx.doi.org/10.2172/1068695.

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Lindwall, Jennifer. The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7143.

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Arias, Karla, David López, Segundo Camino-Mogro, Mariana Weiss, Dylan Walsh, Livia Gouvea, and Michelle Carvalho Metanias Hallack. Green Transition and Gender Bias: An Analysis of Renewable Energy Generation Companies in Latin America. Edited by Amanda Beaujon Marin. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004461.

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This study analyzes how the energy transition might change gender bias in power-generating industries. To this end, this paper employs a sample of 102 renewable energy generation companies from six countries in Latin America and the Caribbean: Bolivia, Chile, Costa Rica, Panama, Mexico, and Uruguay. The analysis of collected data shows that renewable generation companies with the highest relative efficiency in the labor-capital ratio are those with the highest participation of women. In addition, the results show that renewable companies are incrementing recruitment of women in energy generation. Nevertheless, in the analyzed sample, the participation of women in renewables is still lower than the sectorial average. Moreover, there is no structural change with respect to roles that women occupy, when comparing renewables companies with others generation companies. Considering the companies size, bigger renewables companies (with higher installed generation capacity) tend to hire more women, but those women occupy mostly non-technical positions. In addition, women's participation decreases in positions requiring more technical occupations. Women represent 36% of STEM1 employees, 39% of non-STEM employees, and 48% of non-qualified employees of the renewable generation companies surveyed. Concerning the role of women in decision making roles within energy companies, wide gender gaps exist in executive and management positions; the proportion of females in the boardroom and in management roles for renewables generation companies was 24% and 22%, respectively. Furthermore, 68% of surveyed companies did not have a gender policy in place. This study confirms that a change in technology alone does not generate qualitative changes in the labor market from a gender perspective. Such changes would be achieved by complementing technological change with inclusion policies, encouraging women to study careers related to science and technology to fill the shortage of female professionals in these areas, and closing the knowledge gap through systematic data collection and sharing about gender in the energy workforce.
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Philosoph-Hadas, Sonia, Peter Kaufman, Shimon Meir, and Abraham Halevy. Signal Transduction Pathway of Hormonal Action in Control and Regulation of the Gravitropic Response of Cut Flowering Stems during Storage and Transport. United States Department of Agriculture, October 1999. http://dx.doi.org/10.32747/1999.7695838.bard.

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Original objectives: The basic goal of the present project was to increase our understanding of the cellular mechanisms operating during the gravitropic response of cut flowers, for solving their bending problem without affecting flower quality. Thus, several elements operating at the 3 levels o the gravity-induced signal transduction pathway, were proposed to be examined in snapdragon stems according to the following research goals: 1) Signaling: characterize the signal transduction pathway leading to the gravitropic response, regarding the involvement of [Ca2+]cyt as a mediator of IAA movement and sensitivity to auxin. 2) Transduction by plant hormones: a) Examine the involvement of auxin in the gravitropic response of flower stems with regard to: possible participation of auxin binding protein (ABP), auxin redistribution, auxin mechanism of action (activation of H+-ATPase) mediation by changes in [Ca2+]cyt and possible regulation of auxin-induced Ca2+ action b: calmodulin-activated or Ca2+-activated protein kinases (PK). b) Examine the involvement of ethylene in the gravitropic response of flower stems with regard to auxin-induced ethylene production and sensitivity of the tissue to ethylene. 3) Response: examine the effect of gravistimulation on invertase (associated with growth and elongation) activity and invertase gene expression. 4) Commercial practice: develop practical and simple treatments to prevent bending of cut flowers grown for export. Revisions: 1) Model systems: in addition to snapdragon (Antirrhinum majus L.), 3 other model shoe systems, consisting of oat (Avena sativa) pulvini, Ornithogalun 'Nova' cut flowers and Arabidopsis thaliana inflorescence, were targeted to confirm a more general mechanism for shoot gravitropism. 2 Research topics: the involvement of ABP, auxin action, PK and invertase in the gravitropic response of snapdragon stems could not be demonstrated. Alternatively, the involvement in the gravity signaling cascade of several other physiological mediators apart of [Ca2+]cyt such as: IP3, protein phosphorylation and actin cytoskeleton, was shown. Additional topics introduced: starch statolith reorientation, differential expression of early auxin responsive genes, and differential shoot growth. Background to the topic: The gravitropic bending response of flowering shoots occurring upon their horizontal placement during shipment exhibits a major horticultural problem. In spite of extensive studies in various aboveground organs, the gravitropic response was hardly investigated in flowering shoots. Being a complex multistep process that requires the participation of various cellular components acting in succession or in parallel, analysis of the negative gravitropic response of shoot includes investigation of signal transduction elements and various regulatory physiological mediators. Major achievements: 1) A correlative role for starch statoliths as gravireceptors in flowering shoot was initially established. 2) Differentially phosphorylated proteins and IP3 levels across the oat shoe pulvini, as well as a differential appearance of 2 early auxin-responsive genes in snapdragon stems were all detected within 5-30 minutes following gravistimulation. 3) Unlike in roots, involvement of actin cytoskeleton in early events of the gravitropic response of snapdragon shoots was established. 4) An asymmetric IAA distribution, followed by an asymmetric ethylene production across snapdragon stems was found following gravistimulation. 5) The gravity-induced differential growth in shoots of snapdragon was derived from initial shrinkage of the upper stem side and a subsequent elongation o the lower stem side. 6) Shoot bending could be successfully inhibited by Ca2+ antagonists (that serve as a basis for practical treatments), kinase and phosphatase inhibitors and actin-cytoskeleton modulators. All these agents did not affect vertical growth. The essential characterization of these key events and their sequence led us to the conclusion that blocking gravity perception may be the most powerful means to inhibit bending without hampering shoot and flower growth after harvest. Implications, scientific and agriculture: The innovative results of this project have provided some new insight in the basic understanding of gravitropism in flower stalks, that partially filled the gap in our knowledge, and established useful means for its control. Additionally, our analysis has advanced the understanding of important and fundamental physiological processes involved, thereby leading to new ideas for agriculture. Gravitropism has an important impact on agriculture, particularly for controlling the bending of various important agricultural products with economic value. So far, no safe control of the undesired bending problem of flower stalks has been established. Our results show for the first time that shoot bending of cut flowers can be inhibited without adverse effects by controlling the gravity perception step with Ca2+ antagonists and cytoskeleton modulators. Such a practical benefit resulting from this project is of great economic value for the floriculture industry.
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Philosoph-Hadas, Sonia, Peter B. Kaufman, Shimon Meir, and Abraham H. Halevy. Inhibition of the Gravitropic Shoot Bending in Stored Cut Flowers Through Control of Their Graviperception: Involvement of the Cytoskeleton and Cytosolic Calcium. United States Department of Agriculture, December 2005. http://dx.doi.org/10.32747/2005.7586533.bard.

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Original objectives: The basic goal of the present project was to study the mechanism involved in shoot graviperception and early transduction, in order to determine the sequence of events operating in this process. This will enable to control the entire process of gravity-induced differential growth without affecting vertical growth processes essential for development. Thus, several new postulated interactions, operating at the perception and early transduction stages of the signaling cascade leading to auxin-mediated bending, were proposed to be examined in snapdragon spikes and oat shoot pulvini, according to the following research goals: 1) Establish the role of amyloplasts as gravireceptors in shoots; 2) Investigate gravity-induced changes in the integrity of shoot actin cytoskeleton (CK); 3) Study the cellular interactions among actin CK, statoliths and cell membranes (endoplasmic reticulum - ER, plasma membrane - PM) during shoot graviperception; 4) Examine mediation of graviperception by modulations of cytosolic calcium - [Ca2+]cyt, and other second messengers (protein phosphorylation, inositol 1,4,5-trisphosphate - IP3). Revisions: 1) Model system: in addition to snapdragon (Antirrhinum majus L.) spikes and oat (Avena sativa) shoot pulvini, the model system of maize (Zea mays) primary roots was targeted to confirm a more general mechanism for graviperception. 2) Research topic: brassinolide, which were not included in the original plan, were examined for their regulatory role in gravity perception and signal transduction in roots, in relation to auxin and ethylene. Background to the topic: The negative gravitropic response of shoots is a complex multi-step process that requires the participation of various cellular components acting in succession or in parallel. Most of the long-lasting studies regarding the link between graviperception and cellular components were focused mainly on roots, and there are relatively few reports on shoot graviperception. Our previous project has successfully characterized several key events occurring during shoot bending of cut flowers and oat pulvini, including amyloplast displacement, hormonal interactions and differential growth analysis. Based on this evidence, the present project has focused on studying the initial graviperception process in flowering stems and cereal shoots. Major conclusions and achievements: 1) The actin and not the microtubule (MT) CK is involved in the graviperception of snapdragon shoots. 2) Gravisensing, exhibited by amyloplast displacement, and early transduction events (auxin redistribution) in the gravitropic response of snapdragon spikes are mediated by the acto-myosin complex. 3) MTs are involved in stem directional growth, which occurs during gravitropism of cut snapdragon spikes, but they are not necessary for the gravity-induced differential growth. 4) The role of amyloplasts as gravisensors in the shoot endodermis was demonstrated for both plant systems. 5) A gravity-induced increase in IP.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Wezeman, Pieter D., Lucie Béraud-Sudreau, Alexandra Marksteiner, and Nan Tian. A Practical Guide to State Participation in the UN Report on Military Expenditures. Stockholm International Peace Research Institute, September 2022. http://dx.doi.org/10.55163/hqro4757.

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The United Nations Report on Military Expenditures (UNMILEX) is a reporting Instrument established by the UN General Assembly. Each year all UN member states can voluntarily provide data on their military expenditures to enhance multilateral transparency in military matters. In recent years less than 50 states on average per year have participated in the instrument. However, most states release public information on their military spending at the national level, which could directly support submissions for UNMILEX. To assist the revival of the instrument and to contribute to transparency in military affairs, this guide aims to support officials in preparing their country’s annual submission for UNMILEX. It provides step-by step advice and concrete examples on how to use the information readily available in public government budget documents to fill in UNMILEX submissions. It discusses the definition of ‘military expenditure’ for UNMILEX purposes, shows where to find budget documents and explains whether to report on actual or planned expenditures. Most importantly, the guide gives instructions on how to transcribe data from national budget documents to the correct UNMILEX form. The focus is on making participation easy by using the simplified or single-figure form.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Kolb, Eugenia. Does the Sustainable Urban Mobility Plan (SUMP) of the European Union guarantee successful citizen participation? Goethe-Universität, Institut für Humangeographie, March 2021. http://dx.doi.org/10.21248/gups.51592.

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The Sustainable Urban Mobility Plan (SUMP) is a concept of the European Union. The non-binding guidelines formulated within this framework aim to help municipalities and cities to strategically define a local and long term transport and mobility plan. From the European Union's point of view, citizen participation plays a pivotal role during all phases – from the development of the plan until its implementation. This intends to achieve greater support and acceptance from the community for the plan, and to facilitate its implementation. This paper investigates whether the planning and political SUMP approach guarantees successful participatory processes, and what conclusions can be drawn to amend the SUMP process and general transport planning practice. It discusses how citizen participation is defined in the SUMP guidelines and how these elements are reflected in the SUMP guidelines of 2013 and 2019. In a second step, this paper shows how successful citizen participation is defined in an academic context and to what extent the SUMP reflects these findings. The findings derived from the academic context are then applied to the case studies of Ghent and Limburg in order to evaluate how successfully participation procedures were implemented in these SUMP processes. Finally, the question - what conclusions can be drawn from this to improve the SUMP process and general transport planning practice - is assessed.
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