Attracting and Retaining Women in STEM by Ir; Joy Gaston Gayles (Editor)
Call Number: LC1568.A87 2011
Publication Date: 2012-01-11
Barriers and Opportunities for 2-Year and 4-Year Stem Degrees by Committee on Barriers and Opportunities in Completing 2-Year and 4-Year Stem Degrees; National Academies of Sciences, Engineering, and Medicine Staff; Board on Science Education; Policy and Global Affairs; National Academy of EngineeringNearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors - quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree
Call Number: Q181 .N385 2016
Publication Date: 2016
From STEM to STEAM: brain-compatible strategies and lessons that integrate the arts by David A. Sousa; Thomas J. PileckiSTEAM the integration of music, visual arts, and drama into daily STEM instruction is proven to enhance student achievement in STEM subjects. After all, creative, real-world problem-solving is what working scientists and mathematicians actually do. But how do busy STEM educators weave arts activities into a sometimes inflexible STEM curriculum? In this new edition the authors provide lessons from the field to detail the way.
Call Number: LB1591 .S68 2018
Publication Date: 2018-03-08
Improving the Climate for Undergraduate Teaching and Learning in STEM Fields by Teaching and Learning Staff; Roger G. Baldwin (Editor)
Call Number: LB2361.5.I47 2009
Publication Date: 2009-04-20
Mathematical Mindsets: unleashing students' potential through creative math, inspiring messages and innovative teaching by Jo Boaler; Carol Dweck (Foreword by)Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler--Stanford researcher, professor of math education, and expert on math learning--has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all.
Call Number: QA135.6 .B63 2016
Publication Date: 2015
Preparing a Stem Workforce Through Career-Technical Education, CC 178 by Soko Starobin (Editor); Dimitra Jackson Smith (Editor)The topics in this volume are covered over 3 sections that include: 1) Incorporating experiential learning activities for students in CTE-STEM programs, 2) Providing avenues and effective strategies for closing the skills gap for students in CTE-STEM through funding and evaluation and assessment activities; and 3) Highlighting the experiences of women in CTE-STEM related programs
Call Number: LC1045 .P74 2017
Publication Date: 2017-07-17
Racial and Ethnic Minority Student Success in STEM Education by Robert T. Palmer (Editor); Ryan J. Davis (Editor); Dina C. Maramba (Editor); Samuel D. Museus (Editor)
Call Number: LC3727.M87 2011
Publication Date: 2011-03-08
STEM through a Wind Turbine by Abha Singh
Call Number: Q182.3 .S746 2017
Publication Date: 2017
Students of Color in STEM by Shaun R. Harper and Christopher B. Newman
Call Number: LC3727.S78 2010
Publication Date: 2010
Success Strategies from Women in STEM: a portable mentor by Peggy A. Pritchard (Editor); Christine Grant (Editor)
Call Number: HF5382.S324S83 2015
Publication Date: 2015-06-26
Breaking In: Women's Accounts of How Choices Shape STEM Careers by Ann Wolverton; Lisa Nagaoka; Mimi Wolverton; Donna J. Dean (Foreword by)Why is it that, while women in the United States have generally made great strides in establishing parity with their male counterparts in educational attainment, they remain substantially underrepresented in the fields of science, technology, engineering, and mathematics (STEM)? Why is it that, in proportion to the PhDs they obtain in STEM, they attain fewer administrative and managerial positions in academia and industry than their numbers warrant and, moreover, are more likely leave the field once started in their careers? In the culture and context of women’s advancement and satisfaction with careers in STEM, the data show that many challenges and obstacles remain.
Publication Date: 2015
The Case for STEM Education by Rodger W. BybeeIf youre an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools. Finally, the book offers several ideas you can use to develop actual action plans for STEM. Throughout the book, author Rodger W. Bybee puts an emphasis on both thinking and acting. Thats why The Case for STEM Education is a must-read for leaders at all levels: national and state policy makers, state-level educators responsible for STEM initiatives, college and university faculty who educate future STEM teachers, local administrators who make decisions about district and school programs, and teachers who represent STEM disciplines.
Reproducibility and Replicability in ScienceAs this report from the National Academies Press notes, "One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it." Requested by the US Congress in response to concerns about scientific rigor, the consensus study report Reproducibility and Replicability in Science was published in May 2019. This report "defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research," and it also "provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science." Interested readers can view the entire 218-page report online or download it as a PDF at the link above for free. Readers will also find a number of supporting resources that may be of interest, such as a flier entitled "10 Things to Know About Reproducibility and Replicability," report highlights tailored for social and behavioral scientists, and an hour-long recorded public briefing webinar featuring a discussion with several of the report's committee members.
Science and Engineering for Grades 6-12: Investigation and Design at the CenterMiddle and high school STEM educators and administrators may want to check out Science and Engineering for Grades 6-12, a consensus study report published by the National Academies Press in 2019. Newer STEM education structures like the Next Generation Science Standards aim to foster an environment where students learn by doing and engage more deeply with the content. In accordance with this philosophy, this peer-reviewed report focuses on incorporating science investigation and engineering design into STEM curricula and classroom practices. It includes an evidence-based discussion of ways to engage today's students in an approach centered on investigation and design, guidance for teachers and administrators on supporting students' learning, suggestions for creating and implementing curricular material, and much more. Those interested can read the full 312-page report online, or download it as a PDF for free at the above link; it is also available to purchase in hard copy and as an eBook. In addition to the report itself, readers will also find an interactive infographic, a short video introduction, and two recorded webinars under the Resources tab.
STEM Leadership: How Do I Create a STEM Culture in My School? by Traci Buckner; Brian BoydThis practical, hands-on guide shows K-12 school leaders how to support STEM programs that excite students and teachers—even if the leader is not an expert in science, technology, engineering, or math. Buckner and Boyd explore ideas for fostering equitable access to rich and rigorous learning experiences, acting as instructional leaders, and building community engagement and partnerships. You'll get advice on creating a structure to help teachers examine, discuss, and improve students'learning experiences. And you'll learn how to support teachers in designing challenging lessons that foster students'curiosity and ingenuity in working on real-world problems. Finally, you'll learn ways you can effectively tap into the wealth of resources in your community to help achieve your STEM vision.
Publication Date: 2015-07-01
Stem to Story: Enthralling and Effective Lesson Plans for Grades 5-8 by 826 National StaffBring STEM to life for students with zombies, rockets, celebrities, and more STEM to Story: Enthralling and Effective Lesson Plans for Grades 5-8 inspires learning through fun, engaging, and meaningful lesson plans that fuse hands-on discovery in science, technology, engineering, and math (STEM) with creative writing. The workshop activities within the book are the innovative result of a partnership between 826 National's proven creative writing model and Time Warner Cable's Connect a Million Minds, an initiative dedicated to connecting young people to the wonders of STEM through hands-on learning.
Teaching and Learning in STEM: A Practical Guide by Richard M. Felder; Rebecca BrentRethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning.
by Ross Sempek
Last Updated Jul 6, 2023
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Educators Reference Complete (Gale OneFile)This link opens in a new windowProvides periodical and journal articles on multiple levels of education from preschool to college, and every educational specialty—such as technology, bilingual education, health education, testing, administration and more.
ERICThis link opens in a new windowContains more than 1.4 million citations and abstracts, and links to more than 337,000 full-text documents from ERIC back to 1966. Covers journal articles, books, dissertations, and curriculum plans.
International Journal of STEM EducationFirst published in 2014, the open-access International Journal of STEM Education describes itself as "a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM)." This peer-reviewed academic journal offers educators and readers with an interest in pedagogy an online platform for learning about and publishing interdisciplinary research "regarding, among other topics, the design and implementation of technology-rich learning environments, innovative pedagogies, and curricula in STEM education that promote successful learning in pre K-16 levels, including teacher education." Thus far there are several thematic collections of articles focused on topics, such as international research trends in STEM practices in education, the design of video-based professional development programs for STEM educators, and (most recently) the development of students' science identities, which centers around educational psychology constructs. The International Journal of STEM Education is published by SpringerOpen and indexed by a number of databases including Web of Science, ProQuest, EBSCO, and Google Scholar. Its editorial board hails from universities around the world, and its Editor-in-Chief is Yeping Li, Professor of Teaching, Learning, and Culture at Texas A&M University.
Scientific Electronic Library Online (SciELO)As a repository for open access journals throughout Latin America and around the world, the Scientific Electronic Library Online (SciELO) database is an excellent research resource. SciELO seeks "to contribute to the development of scientific research by improving and expanding the means, infrastructures and communication capacities ... published in open access and progressively aligned with the communication practices of open science." The database currently includes journals from more than a dozen countries, with a few more in development. Readers can browse collections by country or journal (via the home page), click "Advanced Search" to apply filters (such as language, date, or topic), or conduct an open search via the query bar. For example, a search for "computer science" reveals more than 300 results from nearly every country included in the repository. Other journal subjects include agriculture, biology, engineering, and health. SciELO maintains its open access database under a Creative Commons license. Based in Brazil, the database is available in English, Portuguese, and Spanish.