scholarly journals TRANSITION OF INTERNATIONAL SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS TO THE U.S. LABOR MARKET: THE ROLE OF VISA POLICY

2019 ◽  
Vol 57 (3) ◽  
pp. 1367-1391 ◽  
Author(s):  
Murat Demirci
Keyword(s):  
Labor Market ◽  
Mathematics Students ◽  
Science Technology ◽  
Visa Policy ◽  
And Mathematics ◽  
The U.S

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

Role of Women in the Pursuit of NDE 4.0

2021 ◽  
Vol 79 (3) ◽  
pp. 272-284
Author(s):  
Ripi Singh ◽  
Marybeth Miceli
Keyword(s):  
Women Leaders ◽  
Value Chain ◽  
Personal Experience ◽  
Change Leadership ◽  
Science Technology ◽  
Growth Disruption ◽  
Multiple Challenges ◽  
And Mathematics ◽  
Technology Standardization

This paper is intended to highlight roles that women can and likely will play in shaping the future of NDE 4.0, from execution to leadership levels as well as from development to transformation activities. As we build momentum toward adopting Industry 4.0 into the nondestructive evaluation (NDE) domain, we face multiple challenges such as technology standardization, talent and skills shortfall, massive transformation, and regulatory and certification standards (Singh 2019, 2020a). Many of these challenges are better addressed with a proper mix of gender in responsible teams. Women in STEM (science, technology, engineering, and mathematics) fields are a source of talent that can be harnessed as digitalization becomes a major part of the NDE sector. According to a recent Forbes article, traits like listening and empathy serve women well in “change leadership,” which is the ability to influence and inspire action in others and respond with vision and agility during periods of growth, disruption, or uncertainty to bring about the needed change (Lipkin 2019). While working the innovation value chain, emotional intelligence makes women better suited to capturing marketplace insight and easing friction in technology adoption, and a balance of gender in a team makes for more productive ideation sessions for effective problem-solving and objective execution. This paper presents literature research triggered by personal experience and substantiated by recent candid conversations with women leaders in NDE, to highlight the importance of a blended and balanced gender mix required for NDE 4.0.

scholarly journals Declining Migration within the U.S.: The Role of the Labor Market

2014 ◽  
Author(s):  
Raven Molloy ◽  
Christopher Smith ◽  
Abigail Wozniak
Keyword(s):  
Labor Market ◽  
The U.S

The Role of Prototype Matching in Science Pursuits: Perceptions of Scientists That Are Inaccurate and Diverge From Self-Perceptions Predict Reduced Interest in a Science Career

2018 ◽  
Vol 44 (6) ◽  
pp. 881-898 ◽  
Author(s):  
Erin McPherson ◽  
Bernadette Park ◽  
Tiffany A. Ito
Keyword(s):  
Gender Gap ◽  
Science Career ◽  
Science Interest ◽  
Self Perceptions ◽  
Science Technology ◽  
Prototype Matching ◽  
Perceptions Of Students ◽  
And Mathematics ◽  
Representative Member

Self-to-prototype matching is a strategy of mental comparisons between the self-concept and the typical or “representative” member of a group to make some judgment. Such a process might contribute to interest in pursuing a science career and, relatedly, women’s underrepresentation in physical science, technology, engineering, and mathematics (pSTEM) fields. Across four studies, we measured self–scientist discrepancies on communal, agentic, and scientific dimensions, and assessed participants’ interest in a science career. The most consistent predictor of science interest was the discrepancy between self and scientist on the scientific dimension (e.g., intelligent, meticulous). Study 4 established that students with larger self–scientist discrepancies also had less accurate perceptions of students pursuing science, and that inaccuracy was related to lower science interest. Thus, students with lower science interest do not just perceive scientists differently from themselves but also erroneously. Discrepancy and inaccuracy together explained a significant portion of the gender gap in pSTEM interest.

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 Japanese Higher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 44-65
Author(s):  
Aki Yamada
Keyword(s):  
Stem Education ◽  
Liberal Arts ◽  
Potential Role ◽  
Academic Disciplines ◽  
Liberal Arts Education ◽  
Japanese Higher Education ◽  
Science Technology ◽  
Vertical Division ◽  
And Mathematics

In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.

scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

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