Nsec 2017 National Conference
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- Bu səhifədəki naviqasiya:
- Exploring differences between STEM disciplines regarding values of skills and use of teaching practices: Quantitative and qualitative analyses of faculty and student perspectives
- Additional Authors
- Development of the University of Iowa STEM Collaborative for Outreach and Research in Education Time
- Strategies for Developing and Sustaining a STEM Center Research Agenda Time
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student understanding of biology through the lens of mathematics is essential to the growth of this interdisciplinary STEM space. Exploring differences between STEM disciplines regarding values of skills and use of teaching practices: Quantitative and qualitative analyses of faculty and student perspectives First Round: Friday, June 23, 2017 at 11:40 AM Second Round: Friday, June 23, 2017 at 3:50 PM
Speakers: Gili Marbach-Ad, University of Maryland Additional Authors: Carly Hunt and Kaci Thompson, University of Maryland College Park Abstract: Employers of undergraduates from Science, Technology, Engineering, and Mathematics (STEM) programs report that students frequently lack important workplace skills (e.g., collaboration and writing skills). Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses how much students value skills needed for the workplace (e.g., ability to work in groups), and student experiences with teaching practices thought to reinforce such skills (e.g., groupwork). In the present study, we compare findings from STEP-U responses from students belonging to five STEM disciplines: Biology, Chemistry, Physics, Mathematics and Computer Science. We also present quantitative data from faculty members about the values they attribute to skills included on the STEP-U. To shed light on quantitative results, we interviewed 5 students from each discipline, and conducted focus groups in faculty meetings where we shared the data obtained from students, and asked faculty members to generate explanations for results and provide feedback about the survey.
Speakers: Cindy Ghent, Towson University Additional Authors: Abstract: In an effort to provide support for struggling students, I plan on developing a series of student- produced videos that showcase specific study strategies and skills. These videos will be short and focused on specific topics, such as using flashcards appropriately, or decoding figures and graphs. As this project is still in development, I would like to have a discussion that might include topics to cover, but also about overall project goals.
Additional Authors: NSEC 2017 National Conference
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Abstract: Students with gaps in their mathematics background are at risk of not succeeding in their upcoming math class. We have begun to do 3-day intensive math workshops the week before the students starts the class to help students fill some of the gaps that may prevent them from succeeding in the course. These workshops have proven to be an inexpensive way to help at-risk students succeed. Students who have previously taken the course, those with poor math ACT scores, students who have not taken math in several years, and others are invited to participate for free. They get to know other students who are in the same boat as they are in and a professor (6 hours per day for 3 days). They fill some gaps and learn that you can study math for a long period of time without dying. Data from the first few semesters is promising.
Additional Authors: Abstract: The Academic Investment in Mathematics & Science (AIMS) is a comprehensive scholarship and support program designed to enhance the success of under-represented minority students and women in earning undergraduate degrees in STEM fields.
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Time: Friday, June 23, 2017 at 4:30 pm Speakers: Jamie Tanas,University of Iowa Additional Authors: Mark McDermot, University of Iowa Abstract: This poster summarizes the process and research related to the development of a new STEM center at the University of Iowa; the University of Iowa STEM Collaborative for Outreach and Research in Education (STEM CORE). The UI STEM CORE seeks to bring together STEM involved groups across the University of Iowa campus in order to promote communication, collaboration and coordination of efforts. The UI STEM CORE will draw on the strengths of several unique groups at the University including the Kirkwood Regional Center, a collaboration between area high schools, community colleges and the University of Iowa. With initial funding through the Office for Research and Economic Development, we are currently exploring funding and structure possibilities for the collaborative through stakeholder meetings, cataloging of activities and visits to other STEM centers across the country.
functions that span research, education, and outreach. When faced with competing priorities, centers benefit from a set of guiding principles to inform where and how personnel and financial resources should be allocated to best ensure sustainability. Southern Illinois University Edwardsville’s STEM Center was established as a centralized STEM unit for both research on teaching and learning and education/outreach. Because we serve multiple stakeholders, ranging from university faculty and students to the community at large, we must balance more immediate university and community needs with one of our primary goals—to advance knowledge in STEM teaching and learning. This poster will describe our process for developing a research agenda that guides staff on which projects to pursue (or not) and links the center’s various activities in complementary ways. Showcasing approaches to inclusivity and broadening participation in geoscience and STEM Time: Friday, June 23, 2017 at 4:30 pm Speakers: Rory McFadden, Carleton College Additional Authors: John McDaris, Cathy Manduca, and Cailin Huyck Orr, SERC at Carleton College Abstract: Inclusivity and broadening participation in geoscience and STEM are issues of national importance. Bringing underrepresented perspectives into conversations around pressing societal issues is critical to formulating equitable solutions and maintaining the nation’s drive for innovation requires a scientifically literate citizenry. Nationwide, geoscience programs at many types of institution contribute to this work of increasing diversity through multifaceted activities such as developing a sense of community and belonging, targeted academic supports, and increasing student motivation through Yüklə 1,09 Mb. Dostları ilə paylaş:
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