Science and Mathematics Education Commons^™

Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu

Journal of Science Education for Students with Disabilities

The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this …

A Causal Comparative Study Of Stem Persistence Between Supported And Non-Supported Stem Interested Students, Elizabeth Bernardi

Electronic Theses and Dissertations

Many students who enter a STEM track in college move out of that track before graduation (National Science Foundation, 2018). The purpose of this study was to assess whether there was a difference in STEM-related major persistence for population proportions of students actively involved in the Science Scholars program and those who were STEM-interested but not program participants. This program oriented students to the STEM program, facilitated engagement with peers and faculty, exposed students to research opportunities, and filled in potential learning gaps (Gibson et al., 2019).

The questions guiding the current research included:

Q1. Was there a statistically significant …

Lessons Learned In Designing Active Learning Modules For The Stem Classroom, Anna M. Christianson

Pedagogicon Conference Proceedings

For students to become real partners in their education, they must shift from a model of passive absorption of knowledge to one of active participation in constructing knowledge. To encourage this shift, I have designed a variety of active learning modules for my introductory chemistry classes, from short participation polls to full-length case studies. When well-implemented, in-class activities can be a valuable experience for students to practice applying their knowledge with instructor guidance. In this report, I will share both successes and challenges encountered in designing student-friendly active learning modules in an introductory science course.