Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach

2021 ◽  
Vol 279 ◽  
pp. 123715
Author(s):  
Laura Zizka ◽  
Doreen M. McGunagle ◽  
Patti J. Clark
Keyword(s):  
Community Based ◽  
Stem Programs ◽  
Science Technology ◽  
Authentic Engagement ◽  
And Mathematics

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

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

2015 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
Dawn States
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Public Libraries ◽  
Statistical Information ◽  
Food Science ◽  
Science Program ◽  
School Students ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

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

Curando La Comunidad [Healing the Community]: Community-Centered STEM Identity

2022 ◽  
pp. 153819272110695
Author(s):  
Felisha Herrera ◽  
Gabriela Kovats Sánchez
Keyword(s):  
Community Based ◽  
Hispanic Serving Institutions ◽  
Science Technology ◽  
Identity Model ◽  
And Mathematics ◽  
Hispanic Serving

This article highlights the role of community among Latina/o/x students pursuing degrees in science, technology, engineering, and mathematics (STEM) at 2- and 4-year Hispanic Serving Institutions (HSI). Community-based perspectives are often missing from traditional STEM disciplinary contexts; however, our Community-Centered STEM Identity model recognizes how Latinx students develop STEM identities by grounding, engaging, and bridging community. Implications for HSIs include cultivating community-based partnerships and perspectives as these are critical for the retention of Latinx students in STEM.

Reinventing Another Unaipon: Indigenous Science Leaders for the Future

2017 ◽  
Vol 47 (2) ◽  
pp. 216-225
Author(s):  
Karen Trimmer ◽  
Graeme Gower ◽  
Graeme Lock
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Small Sample ◽  
Indigenous Science ◽  
Stem Programs ◽  
Science Technology ◽  
Torres Strait ◽  
And Mathematics ◽  
Education Science ◽  
Australian Universities

The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.

Tipping Points

2016 ◽  
Vol 20 (3) ◽  
pp. 286-307 ◽  
Author(s):  
Collin M. Ruud ◽  
Evthokia S. Saclarides ◽  
Casey E. George-Jackson ◽  
Sarah T. Lubienski
Keyword(s):  
Doctoral Students ◽  
Graduate Programs ◽  
Mixed Methods Study ◽  
Career Preparation ◽  
University Administrators ◽  
Doctoral Study ◽  
Student Relationships ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

This exploratory mixed-methods study examines factors contributing to doctoral students’ consideration of departure from their graduate programs with comparisons made by sex and affiliation with Science, Technology, Engineering, and Mathematics (STEM) programs. Logistic regression and qualitative analyses point to the importance of strong relationships with advisors and faculty, collegiality, and preparation for students’ desired careers. Yet, results also suggest that women in STEM may be less satisfied than their male peers with the advising and career preparation received. The findings propose that university administrators and faculty should foster better faculty–student relationships and help students make more informed decisions prior to entering doctoral study.

scholarly journals On the Intergenerational Transmission of STEM Education among Graduate Students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Diana Chise ◽  
Margherita Fort ◽  
Chiara Monfardini
Keyword(s):  
Intergenerational Transmission ◽  
Stem Education ◽  
Barriers To Entry ◽  
Stem Fields ◽  
Intergenerational Relationship ◽  
Legal Studies ◽  
Stem Programs ◽  
Administrative Dataset ◽  
Science Technology ◽  
And Mathematics

AbstractWe provide novel evidence on the existence and extent of the intergenerational transmission of STEM (science, technology, engineering and mathematics) education using a recent large administrative dataset of Italian graduates obtained from the AlmaLaurea survey. We find sizeable intergenerational associations in university graduation from STEM programs and demonstrate that these varies strongly according to both the parent’s and the child’s gender. The paternal outweighs the maternal intergenerational relationship and is larger for sons than for daughters. While the documented STEM education transmission is not driven by parental liberal profession for most STEM fields, this is the case for some non-STEM fields (economic and legal studies), consistent with the presence of barriers to entry into some professions.

scholarly journals Building Upon the STEM Movement: Programming Recommendations for Library Professionals

2017 ◽  
Vol 15 (4) ◽  
pp. 23 ◽  
Author(s):  
Annette Shtivelband ◽  
Lauren Riendeau ◽  
Robert Jakubowski
Keyword(s):  
Learning Environments ◽  
Free Choice ◽  
Public Libraries ◽  
Stem Learning ◽  
Stem Programs ◽  
Science Technology ◽  
Growing Body ◽  
Children's Librarians ◽  
Free Choice Learning ◽  
And Mathematics

A growing body of evidence is showing that youth develop their interests in science, technology, engineering, and mathematics (STEM) through participation in activities across the informal and free-choice learning environments found in libraries.1 Many libraries have joined a national movement in which libraries deliver STEM programming to youth.2 Public libraries are a place for STEM learning,3 and children’s librarians are uniquely positioned to promote a love of STEM learning among youth through such programs. The benefits of STEM programming in public libraries are promising.4 For example, participating youth can become proficient in key STEM content and skills, such as critical thinking and engineering design processes.It is critical to youth and community success that these existing STEM programs continue to grow and expand. Public libraries are an ideal location for these programs. They provide a familiar and trusted learning environment for diverse and underserved families.5 Providing children’s librarians with a “six strand” framework will help guide the successful expansion of these fun and engaging STEM programs.6 This article provides specific recommendations and resources to help prepare and support librarians feel in adopting and implementing STEM in their programming.

Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs

2020 ◽  
pp. 004208592092622
Author(s):  
Tonisha B. Lane ◽  
Lateefah Id-Deen
Keyword(s):  
Black Women ◽  
Students Of Color ◽  
Summer Programs ◽  
Qualitative Investigation ◽  
Cultural Wealth ◽  
Stem Programs ◽  
Science Technology ◽  
Fictive Kinship ◽  
Women And Girls ◽  
And Mathematics

Using Yosso’s community cultural wealth as a theoretical lens, we sought to understand how science, technology, engineering, and mathematics (STEM) summer programs cultivated the interest and participation of Black women and girls in these disciplines. The study drew primarily from the interviews of 14 Black women and girls from two case studies investigating the experiences of students of color in summer STEM programs. Findings revealed the programs were influential in enhancing participants’ existing aspirational, social, and familial capital garnered through inter- and intrapersonal attributes. We also advance the term program families to describe a distinctive fictive kinship fostered through participation in these programs.

scholarly journals Panorama of teaching in higher education institutions under science, technology, engineering and mathematics (STEM) programs

2021 ◽  
Vol 40 (1) ◽  
pp. 2-12
Author(s):  
Maria Amparo Oliveros Ruiz
Keyword(s):  
Gender Equity ◽  
Success Factors ◽  
Cultural Training ◽  
Stem Programs ◽  
Youth Identity ◽  
Science Technology ◽  
Student Enrolment ◽  
And Gender ◽  
And Mathematics ◽  
Teaching In Higher Education

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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