Browsing by Subject "STEM"

Now showing 1 - 10 of 27
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    The Affordances and Challenges of Enacting Culturally Relevant STEM Pedagogy
    (Routledge, 2020) Magee, Paula A.; Willey, Craig; Ceran, Esra; Price, Jeremy F.; Cervantes, Javier Barrera; School of Education
    In this chapter, the current literature base involving the use of culturally relevant pedagogy (CRP) in elementary STEM classroom settings is reviewed. The review reveals three main categories of how CRP is used in classrooms. These categories are: student engagement and outcomes (SEO), instructional practices and dispositions (IPD), and curricular materials (CM). In the chapter, each of these categories is explained and practical examples are described. Finally, reflections on why some components of CRP, as revealed from the literature review, are enacted more or less frequently are discussed.
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    Centering F.a.M.I.L.Y. in Black Girls STEM Learning
    (Indiana STEM Education Conference, 2023) Morton, Crystal; Nelson, Lawren; Wilmoth, Idaila
    The Fostering and Maximizing Interdisciplinary Learning Year-round (F.a.M.I.L.Y) was a one-year pilot study that provided Black girls and their caregivers with an opportunity to complete collaborative, life-enriching, multidisciplinary, and socially transformative STEM experiences to explore how these learning experiences impact Black girls and their caregivers' enjoyment of STEM, interest in STEM content and careers, and understanding of STEM as a tool for personal and social change. Seven families for a total of 11 scholars and seven caregivers participated in the study. We hosted 10 online learning sessions and one end-of-year face-to-face session. We explored topics related to chemistry, forensic science, mathematics and food insecurity, geography, organ donation, and financial wellness.
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    Curricular Library Educational Services Plan for Undergraduates in Chemistry
    (2020) Snajdr, Eric
    This document outlines the curricular library educational services plan for information literacy instruction for undergraduate chemistry students at Indiana University – Purdue University, Indianapolis. Learning outcomes, teaching strategies, assessment strategies, as well as the rational for the inclusion of each course are included.
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    Curricular Library Educational Services Plan for Undergraduates in Psychology
    (2020) Snajdr, Eric
    This document outlines the curricular library educational services plan for information literacy instruction for undergraduate psychology students at Indiana University – Purdue University, Indianapolis. Learning outcomes, teaching strategies, assessment strategies, as well as the rational for the inclusion of each course are included.
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    Demonstrating the Impact of International Collaborative Disciplinary Experiences on Student Global, International, and Intercultural Competencies
    (IEEE, 2020) Elliott, Rob; Luo, Xiao; Computer Information and Graphics Technology, School of Engineering and Technology
    This Work in Progress research paper describes a study that directly compares the impact of a globally themed Information Technology (IT) project on students' global, international, and intercultural (GII) competencies. The authors will compare the change in student competencies by analyzing the impact of a common project with an international theme integrated into three different undergraduate IT classroom modalities: (1) a traditional classroom course with no interaction with students from a foreign university, (2) a virtual exchange context where teams of local students and students from a foreign university collaborate via information and communication technologies (ICT), and (3) a hands-on version of the course project that is implemented by local and remote students collaborating at a foreign university during a short-term study abroad program.This paper directly compares the changes in student GII competencies after executing the classroom project in the first and third modalities: a classroom without international collaboration and in conjunction with students at a foreign university during a short-term study abroad program. Preliminary results suggest that student competencies are more significantly improved when students collaborate with their international peers. However, the results might be influenced by the demographic profiles of students in the various courses. Students who pursue opportunities to study abroad may already have an innate expectation or desire to improve their GII competencies.
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    Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses
    (Institute of Electrical and Electronics Engineers, 2020-10) Mithun, Shamima; Luo, Xiao; Engineering Technology, School of Engineering and Technology
    This Research to Practice Full Paper presents a framework to evaluate and design flipped classroom activities for data science and management courses. Variants of flipped classrooms have been employed in STEM fields with great success in students' learning outcomes. Research shows that flipped classrooms would improve students' learning if it is implemented following rigorous procedures of an efficient instructional design. As a result, one of the critical focus of current flipped classroom research is what factors educators need to consider when designing a flipped learning environment. Currently, educators incorporate various factors such as "pre-recorded video lecture", "group activity" as a trial and error basis and adjust these factors based on their own experience and students' feedback. On the other hand, the emergence of big data expects a new graduate to demonstrate mastery of concepts and skills for data acquisition, management, and analysis of inference from data when they enter the workforce. Currently, there is no systematic approach available to design a flipped classroom that is for the data science and management courses. In this research, we develop a framework first to investigate and evaluate the flipped classroom factors mentioned in the literature and identify a few that are most relevant to the two data management courses at our institute. Then, we classify each course topics into broader categories. So that the flipped classroom model can be developed for each category. For the flipped classroom for each category, we identify the pre-class and in-class activities to meet a certain learning objective for that topic category for each course. To evaluate the effectiveness of different factors as well as our flipped classroom models, students' performance data, interviews, and surveys are conducted. This process is transformative and can be employed by other STEM disciplines to find the most influential factors to design effective flipped learning classrooms.
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    Does Mentoring Buffer Women in Science from the Effects of Perceived Discrimination on Career Outcomes?
    (2016) Campbell, Emily; Ashburn-Nardo, Leslie; Williams, Jane R.; Morris, Kate
    The number of women working in STEM areas of academia declines as rank progresses—a phenomenon termed the “leaky pipeline” (Burke, 2007). The leaky pipeline is due in part to discrimination. Women in STEM report high perceived discrimination, which is associated with negative career outcomes (Settles, Cortina, Stewart, & Malley, 2007; Pascoe & Richman, 2009). No research to date has examined whether mentoring might buffer the negative effects of perceived discrimination for female professors working in STEM areas of academia. This study examines whether mentoring relationships moderate the relationships between perceived discrimination and career outcomes including job satisfaction and work engagement for women in STEM. 118 women faculty in STEM completed an online survey of perceived discrimination, job satisfaction, and engagement. Although results revealed main effects of perceived discrimination and mentoring, mentoring did not moderate the relationship between perceived discrimination and outcomes. Exploratory analyses provide future research directions to understand the leaky pipeline.
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    Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
    (Indiana Teachers of English to Speakers of Other Languages, 2015-10-29) Teemant, Annela; Cen, Yuhao; Wilson, Amy
    This longitudinal and descriptive quantitative study investigates the efficacy of an English as a Second Language (ESL) instructional coaching intervention with urban secondary teachers (N = 22). Coached teachers participated in a 30-hour workshop and then six cycles of coaching targeting use of five research-based sociocultural principles of (language) learning called the Standards for Effective Pedagogy. Findings demonstrate instructional coaching led to unique and statistically significant (a) pedagogical transformation and (b) patterns of development for STEM and non-STEM secondary teachers. Implications for improving the professional development model for STEM teachers are discussed.
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    Gender inequality in academia: Problems and solutions for women faculty in STEM
    (Wiley, 2021) Casad, Bettina J.; Franks, Jillian E.; Garasky, Christina E.; Kittleman, Melinda M.; Roesler, Alanna C.; Hall, Deidre Y.; Petzel, Zachary W.; Psychology, School of Science
    Recently there is widespread interest in women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, progress toward gender equality in these fields is slow. More alarmingly, these gender disparities worsen when examining women's representation within STEM departments in academia. While the number of women receiving postgraduate degrees has increased in recent years, the number of women in STEM faculty positions remains largely unchanged. One explanation for this lack of progress toward gender parity is negative and pervasive gender stereotypes, which may facilitate hiring discrimination and reduce opportunities for women's career advancement. Women in STEM also have lower social capital (e.g., support networks), limiting women's opportunities to earn tenure and learn about grant funding mechanisms. Women faculty in STEM may also perceive their academic climate as unwelcoming and threatening, and report hostility and uncomfortable tensions in their work environments, such as sexual harassment and discrimination. Merely the presence of gender-biased cues in physical spaces targeted toward men (e.g., "geeky" décor) can foster a sense of not belonging in STEM. We describe the following three factors that likely contribute to gender inequalities and women's departure from academic STEM fields: (a) numeric underrepresentation and stereotypes, (b) lack of supportive social networks, and (c) chilly academic climates. We discuss potential solutions for these problems, focusing on National Science Foundation-funded ADVANCE organizational change interventions that target (a) recruiting diverse applicants (e.g., training search committees), (b) mentoring, networking, and professional development (e.g., promoting women faculty networks); and (c) improving academic climate (e.g., educating male faculty on gender bias).
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    Girls STEM Institute – Identity Formation for Black Girls in STEM Fields
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Abufares, Sabria A.; Hill Morton, Crystal; Messmore, Niki
    Background: Women of color are disproportionately represented in STEM fields. While many systemic barriers exist due to institutional racism, other barriers begin in school that impact students’ perceptions of self and STEM. Identity formation is an integral part of learner development but adverse learning experiences have drastic effects on Black girls’ perceptions and self-efficacy within STEM fields. Girls STEM Institute (GSI) is an organization that develops a transformative space to empower girls of color through exploration of STEM concepts in meaningful, culturally-grounded ways. The purpose of this study is to examine and explore how the GSI experience impact students’ interest and attitudes towards STEM fields. Methods: The STEM semantics survey measuring students’ interest in STEM subjects and careers was conducted amongst 42 scholars. Student perceptions of their GSI experience were obtained through journal reflections. A literature review was conducted to gain an understanding of the intersectionality of the Black girl experience, especially within STEM topics. Results: The study is currently in progress. Preliminary data has been obtained but further data analysis is required. Potential Impact: While the inequities that minoritized students face have been well researched and documented, critically developing initiatives to reform these inequities have been limited to individual pipeline programs and undergraduate research programs focused on diversity. While these programs have been beneficial in increasing inclusivity of minoritized students in collegiate settings, it is not enough to study and discuss the barriers that minoritized students face. It is essential to transform communities through the empowerment of youth, especially Black girls. GSI provides a framework for holistically engaging with the girls to develop their self-identity, instilling the confidence to pursue STEM careers, and providing career readiness experiences, which can cultivate a strong STEM-minded identity for Black girls.