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Science and Mathematics Education Commons

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Full-Text Articles in Science and Mathematics Education

Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie Jun 2018

Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie

Geological and Atmospheric Sciences Publications

Students are most likely to leave science, technology, engineering, and mathematics (STEM) majors during their first year of college. We developed an analytic approach using random forests to identify at-risk students. This method is deployable midway through the first semester and accounts for academic preparation, early engagement in university life, and performance on midterm exams. By accounting for cognitive and noncognitive factors, our method achieves stronger predictive performance than would be possible using cognitive or noncognitive factors alone. We show that it is more difficult to predict whether students will leave STEM than whether they will leave the institution. More ...


Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt Apr 2018

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. A significant increase in math and science scores were also found in 413 students before and after participation in an integrated STEM lesson. According to teachers, the greatest strengths of the program were the STEM connections that teachers began making; the changes in teachers’ instructional practices; improved attitudes, beliefs, and confidence in teaching; increased comfort with using technology; and the enthusiasm that students exhibited during a STEM lesson. Quantitative data and teacher feedback both indicate that the program was highly successful and had a positive impact on teachers and students.


Infographic: Institutional Barriers To Black And Latino Male Collegians’ Success In Engineering And Related Stem Fields, Leroy L. Long Iii, William Wanyagah Jan 2018

Infographic: Institutional Barriers To Black And Latino Male Collegians’ Success In Engineering And Related Stem Fields, Leroy L. Long Iii, William Wanyagah

Publications

Infographic was created to support the article Institutional Barriers to Black and Latino Male Collegian's Success in Engineering and Related Stem Fields, which can be read here: