Undergraduate

Who Chooses STEM Careers? Using a Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions.

Author/Presenter: 
Ming-Te Wang
Feifei Ye
Jessica Lauren Degol
Lead Organization(s): 
Year: 
2016
Short Description: 

While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions.

Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.

Author/Presenter: 
Ming-Te Wang
Jessica Degol
Lead Organization(s): 
Year: 
2013
Short Description: 

In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors.

Author/Presenter: 
Ming-Te Wang
Jessica L. Degol
Lead Organization(s): 
Year: 
2016
Short Description: 

Towards teleoperation-based interactive learning of robot kinematics using a mobile augmented reality interface on a tablet

The integration of augmented reality (AR) techniques in user interface design has enhanced interactive experiences in teleoperation of robots, hands-on learning in classrooms, laboratory, and special education, and user training in an array of fields, e.g., aerospace, automotive, construction, manufacturing, medical, etc. However, AR-based user interfaces that command machines and tools have not been fully explored for their potential to enhance interactive learning of engineering concepts in the laboratory.

Author/Presenter: 
Jared A. Frank
Vikram Kapila
Lead Organization(s): 
Year: 
2016
Short Description: 

This paper outlines the development of a mobile application executing on a tablet device, which renders an immersive AR-based graphical user interface to enable users to monitor, interact with, and control a four link underactuated planar robot.

Interactive mobile interface with augmented reality for learning digital control concepts

The use of augmented reality (AR) and mobile applications has recently been investigated in the teaching of advanced concepts and training of skills in a variety of fields. By developing educational mobile applications that incorporate augmented reality, unique interactive learning experiences can be provided to learners on their personal smartphones and tablet computers.

Author/Presenter: 
Jared A. Frank
Anthony Brill
Vikram Kapila
Lead Organization(s): 
Year: 
2016
Short Description: 

This paper presents the development of an immersive user interface on a tablet device that can be used by engineering students to interact with a motor test-bed as they examine the effects of discrete-time pole locations on the closed-loop dynamic response of the test-bed.

Subtraction involving negative numbers: Connecting to whole number reasoning

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative  numbers. Based on interviews with students ranging from first graders to preservice teachers, we identify two overarching strategies: making connections to known problem types and leveraging conceptions of subtraction.

Author/Presenter: 
Laura Bofferding
Nicole Wessman-Enzinger
Lead Organization(s): 
Year: 
2017
Short Description: 

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative numbers.

Facilitating Teacher Learning When Using Different Representations of Practice

Providing opportunities for learning through professional development requires the examination of facilitation of sessions with teachers. This study investigates facilitation of professional development to promote teacher learning when using animations and videos in a study group with five teachers. We ask: What practices (and moves within those practices) do the facilitators enact during high-quality conversations and specific to the professional development activities?

Author/Presenter: 
Gloriana González
Jason T. Deal
Lisa Skultety
Year: 
2016
Short Description: 

This study investigates facilitation of professional development to promote teacher learning when using animations and videos in a study group with five teachers.

Re-imagining mathematics teacher education through undergraduate research

Groth, R.E., Bergner, J.A., Burgess, C.R., Austin, J.W., & Holdai, V. (2016). Re-imagining mathematics teacher education through undergraduate research. Council on Undergraduate Research (CUR) Quarterly, 36(3), 41-46.

Author/Presenter: 
Randall E. Groth
Jennifer A. Bergner
Claudia R. Burgess
Jathan W. Austin
Veera Holdai
Lead Organization(s): 
Year: 
2016

Analysis of the National Science Foundation’s Discovery Research K–12 ELL Projects

Background/Context: Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers.

Author/Presenter: 
Linda Caswell
Alina Martinez
Okhee Lee
Barbara Brauner Berns
Hilary Rhodes
Year: 
2016
Short Description: 

Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers. The study examined whether funding provided through the National Science Foundation’s (NSF) Discovery Research K-12 (DR K-12) program has made a unique contribution to the research in the fields of science and mathematics education for ELs.

STEM Smart Brief: Teaching and Learning Under the Next Generation Science Standards

Author/Presenter: 
CADRE
Year: 
2016
Short Description: 

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

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