Upward Transfer in STEM Fields of Study: A New Conceptual Framework and Survey Instrument for Institutional Research

2016 ◽  
Vol 2016 (170) ◽  
pp. 49-60 ◽  
Author(s):  
Xueli Wang
Keyword(s):  
Conceptual Framework ◽  
Survey Instrument ◽  
Institutional Research ◽  
Stem Fields ◽  
Fields Of Study ◽  
Stem Fields Of Study ◽  
Upward Transfer

scholarly journals Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study

2015 ◽  
Vol 6 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Araceli Martinez Ortiz ◽  
Vederaman Sriraman
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Question ◽  
Underrepresented Students ◽  
Student Experiences ◽  
Stem Fields ◽  
Student Groups ◽  
Fields Of Study ◽  
Self Study ◽  
Stem Fields Of Study

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. 

scholarly journals Model for Project-Based Community Engagement

2021 ◽  
Vol 16 (2) ◽  
pp. 1-13
Author(s):  
Paul Leidig ◽  
William Oakes
Keyword(s):  
Conceptual Framework ◽  
Community Engagement ◽  
Program Design ◽  
Project Teams ◽  
Design Development ◽  
Engaged Learning ◽  
Stem Fields ◽  
Visual Model ◽  
Practical Tool ◽  
Project Deliverables

Community engagement experiences in STEM fields are typically project-based, which introduces components and considerations not explicitly addressed by models commonly used in community-engaged learning more broadly.  This paper is a narrative on how we reflected on current models, developed a new one designed for project-based community engagement experiences, and where we see it being useful into the future.  While existing models can be useful for STEM-based project teams, project-based engagement raises further questions and presents additional features, such as the existence of the dual value generators of both the project deliverable and project process.  We concentrated on providing a macroscopic view of project-based community engagement to organize aspects of a program and maximize positive features while managing resources.  The visual model has been developed to facilitate reflection on program design, development, operation, and assessment. It can facilitate intentional consideration, definition, and organization of stakeholders, project deliverables, project process, resources input, and value produced. We foresee several potential uses for this model as a conceptual framework and practical tool for community engagement experiences and programs.

Building Futures

2019 ◽  
pp. 17-33
Author(s):  
Megan Hastie
Keyword(s):  
Learning Environments ◽  
Industrial Revolution ◽  
Stem Fields ◽  
Lifelong Learners ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Fourth Industrial Revolution ◽  
The Future ◽  
Worthy Goal ◽  
Stem Fields Of Study

As momentum builds around the fourth industrial revolution, it is imperative that schools equip the youth of today to succeed in the workforce of tomorrow. The use of smart learning environments (SLE) is an optimal way to prepare students for the future because the use of innovative technologies and elements allow for greater flexibility, effectiveness and adaption, engagement, motivation, and feedback for the learner. It is envisioned that the “smart” learners of the future will operate in SLE that are contextual, personalized, and seamless. The learning process in the SLE will facilitate their problem solving and promote their intellectual growth as lifelong learners. This study, then, demonstrates how educational robotics can be used by educators to equip students in the UAE for futures in STEM fields of study and work. It is claimed that students who build robots build futures for themselves and their communities: a worthy goal for Emirati students in 2018, The Year of Zayed.

scholarly journals Belonging and Masculinities: Proposal of a Conceptual Framework to Study the Reasons behind the Gender Gap in Engineering

2021 ◽  
Vol 13 (20) ◽  
pp. 11157
Author(s):  
Andrea Vera-Gajardo
Keyword(s):  
Sustainable Development ◽  
Conceptual Framework ◽  
Gender Gap ◽  
Complex Problem ◽  
Point Of View ◽  
Feminist Studies ◽  
Stem Fields ◽  
Cultural Economic ◽  
Participation Of Women ◽  
The World

The low participation of women in STEM fields is well-known and has been well documented around the world. Closing this gap plays a central role in achieving a more equal society and thus sustainable development. The gender gap in STEM must be understood as a complex problem which can be explained through various factors (cultural, economic, and social) and therefore requires the efforts of different disciplines and actors. This article proposes that the hegemonic masculinity theory together with the concept of belonging, understood from the point of view of feminist studies and cultural studies, can contribute a necessary conceptual framework for understanding the causes behind the gender gap in engineering.

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