Education Commons^™

The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen

Teaching and Learning in Communication Sciences & Disorders

There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …

Increasing Stem Literacy Via An Informal Learning Environment, Christa D. Jackson, Margaret J. Mohr-Schroeder

Journal of STEM Teacher Education

STEM literacy is the ability to apply concepts from science, technology, engineering, and mathematics to solve problems that cannot be solved using a single discipline. In this qualitative study, we examined how a robotics course in an educator preparation program that integrates informal learning experiences increased teachers’ exposure to a variety of STEM learning activities and impacted their STEM literacy. The results revealed the teachers developed a deeper understanding of STEM and broadened their STEM literacy through participating in the informal learning experiences.

Educators’ Perceptions Of Integrated Stem: A Phenomenological Study, Brian K. Sandall, Darrel L. Sandall, Abram L. J. Walton

Journal of STEM Teacher Education

The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, …

Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt

Journal of STEM Teacher Education

This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …

2018 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. President's Letter
3. SIEC-ISBE International

Teaching To Learn: Learning Outcomes Following A Student Directed Vocal Health Education Program, Hannah Sons

Graduate Independent Studies - Communication Sciences and Disorders

No abstract provided.