Making Connections Between Service and Engineering in K-12 Education

2008 ◽  
Author(s):  
Margaret Pinnell ◽  
Rebecca Blust ◽  
Jayne Brahler ◽  
Margy Stevens
Keyword(s):  
Service Learning ◽  
Cultural Sensitivity ◽  
National Science Foundation ◽  
The United States ◽  
Web Based ◽  
Math Curriculum ◽  
Science Technology ◽  
And Mathematics ◽  
K 12 ◽  
The Impact

This paper will summarize the findings obtained through the work of a National Science Foundation (NSF) sponsored grant entitled, “Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines.” The objective of this grant was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. The methodology used to develop, assess and refine the web based resource will be discussed. Additionally, the research design and inferential statistics used to assess the impact of service-learning on K-12 students’ perceptions of STEM careers will be presented.

Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students

2020 ◽  
pp. 004208592091436
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Integrated Approach ◽  
The United States ◽  
Integrated Stem ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
The Impact

There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams.

scholarly journals Stretch, Dream, and Do - A 21st Century Design Thinking & STEM Journey

2015 ◽  
Vol 1 (1) ◽  
pp. 59-70
Author(s):  
Maureen Carroll
Keyword(s):  
21St Century ◽  
National Science Foundation ◽  
Design Thinking ◽  
Innovation Process ◽  
Learning Design ◽  
Stem Learning ◽  
Science Technology ◽  
National Science ◽  
And Mathematics ◽  
K 12

This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation’s capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts.

scholarly journals Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia

2020 ◽  
Vol 1 (3) ◽  
pp. 1283-1297
Author(s):  
Mike Thelwall ◽  
Pardeep Sud
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
The United Kingdom ◽  
Science Technology ◽  
Small Fields ◽  
English Speaking ◽  
Author Citation ◽  
And Mathematics ◽  
Weak Tendency

Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.

Differences in Career Satisfaction, Work–life Balance, and Stress by Gender in a National Survey of Pharmacy Faculty

2018 ◽  
Vol 33 (4) ◽  
pp. 415-419 ◽  
Author(s):  
Eric J. Ip ◽  
Tristan A. Lindfelt ◽  
Annie L. Tran ◽  
Amanda P. Do ◽  
Mitchell J. Barnett
Keyword(s):  
Career Satisfaction ◽  
Pharmacy Practice ◽  
The United States ◽  
Work Life ◽  
School Level ◽  
Work Life Balance ◽  
Academic Rank ◽  
Life Balance ◽  
Web Based ◽  
The Impact

Introduction The percentage of women pharmacy students and pharmacy faculty has greatly increased over the last 40 years. However, it is not known whether gender differences exist in terms of career satisfaction, work–life balance, and stress in the pharmacy academia workplace. Methods Results from a national web-based survey administered to American Association of Colleges of Pharmacy (AACP) members were utilized. Bivariate analyses were conducted to compare differences among faculty according to gender (men vs women). A series of multivariate models controlling for demographic and other faculty and school-level factors were created to explore the impact of gender on satisfaction with current position, satisfaction with work–life balance, and perceived stress. Results Among the 802 survey respondents, 457 (57.0%) women were more likely to be younger, hold a lower academic rank, and be in a pharmacy practice department, relative to 345 (43.0%) men. In adjusted results, men pharmacy faculty were more likely to report being extremely satisfied with their current job, more likely to report being extremely satisfied with their work–life balance, and score lower on a standardized stress measure relative to women. Conclusion While primarily descriptive, the results suggest women pharmacy faculty in the United States are less satisfied with their current academic position, less satisfied with their current work–life balance, and have higher stress levels compared to men even after controlling for age, academic rank, and department (along with other factors). Further research is needed to explore and address causes of the observed gender-related differences among pharmacy faculty.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Enabling creative collaboration for all levels of learning

2019 ◽  
Vol 116 (6) ◽  
pp. 1878-1885 ◽  
Author(s):  
Youngmoo E. Kim ◽  
Brandon G. Morton ◽  
Jeff Gregorio ◽  
David S. Rosen ◽  
Kareem Edouard ◽  
...  
Keyword(s):  
Work Experiences ◽  
Student Work ◽  
Science Technology ◽  
12Th Grade ◽  
Drexel University ◽  
Graduate Research ◽  
Integrated Programs ◽  
And Mathematics ◽  
K 12 ◽  
Professional Artists

A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

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