Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education Full Proposal Deadline
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Discipline/Topic
Event Type
Engineering
EPSCoR Research Infrastructure Improvement Track-4: EPSCoR Research Fellows Full Proposal Deadline
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The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement In and Out of School
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.
Lead Organization(s)
Year
2022
Short Description
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.
International Technology and Engineering Educators Association 2023 ITEEA Conference; Minneapolis, MN
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Sponsoring Organization
To learn more, visit https://web.cvent.com/event/52131a97-f902-429d-8012-ee6d4b2d3f00/summary.
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Conceive Design Implement Operate Initiative 19th International CDIO Conference; Trondheim, Norway
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Sponsoring Organization
To learn more, visit https://www.ntnu.edu/cdio.
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American Society for Engineering Education 2023 ASEE Annual Conference & Exposition; Baltimore, MD
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Sponsoring Organization
To learn more, visit https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Confer….
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We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?
Lead Organization(s)
Year
2022
Short Description
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?
Resource(s)
We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?
Lead Organization(s)
Year
2022
Short Description
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?
Resource(s)
Longitudinal Clustering of Students’ Self-Regulated Learning Behaviors in Engineering Design
It is vital to develop an understanding of students' self-regulatory processes in the domains of STEM (Science, Technology, Engineering, and Mathematics) for the quality delivery of STEM education. However, most studies have followed a variable-centered approach, leaving open the question of how specific SRL (Self-regulated Learning) behaviors group within individual learners. Furthermore, little is known about how students' SRL profiles unfold over time in STEM education, specifically in the context of engineering design.
Lead Organization(s)
Year
2020
Short Description
It is vital to develop an understanding of students' self-regulatory processes in the domains of STEM (Science, Technology, Engineering, and Mathematics) for the quality delivery of STEM education. However, most studies have followed a variable-centered approach, leaving open the question of how specific SRL (Self-regulated Learning) behaviors group within individual learners. Furthermore, little is known about how students' SRL profiles unfold over time in STEM education, specifically in the context of engineering design. In this study, we examined the change of students’ SRL profiles over time as 108 middle school students designed green buildings in a simulation-based computer-aided design (CAD) environment
Examining Temporal Dynamics of Self-Regulated Learning Behaviors in STEM Learning: A Network Approach
From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning.
Lead Organization(s)
Year
2020
Short Description
From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning. In the present paper, we used a multilevel vector autoregression (VAR) model to examine the temporal dynamics of SRL behaviors as 101 students designed green buildings in Energy3D, a simulation-based computer-aided design (CAD) environment.