Gilmore, J; Vieyra, M; Timmerman, Briana; F, D; Maher. Journal of Higher Education. (2015)
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Gilmore, J; Vieyra, M; Timmerman, Briana; F, D; Maher. Journal of Higher Education. (2015) Vol. 86 Issue 6, p834-863. The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students.
This report covered the study that investigated the relationship between early career graduate student search performance and undergraduate research participation, the undergraduate participation has been linked with professional writing, academic skills and the ability to think like a scientist. The authors stated that the practice of STEM research cross disciplinary and collaborative and learning how to interact in a research environment is crucial to personal researcher development. Overall the results showed the participation in undergraduate research may be linked to heightened research skills in graduate school. Different trend were observed in that students that conducted undergraduate research had higher scores on almost all components of pre and post proposals. The authors concluded that undergraduate research is a way to retain STEM majors, promote success and retention of STEM graduates and improve undergraduate education.
Chace, J. Journal of College Science Teaching. (2014) Vol. 43 Issue 6, p58-63. 6p Collaborative Projects Increase Student Learning Outcome Performance in Non-majors Environmental Science Course.
The authors worked to explore the performance of non- majors in environmental science courses with collaborative projects. The main goal for university science courses it to promote scientific literacy, especially for the few courses that non-science majors will take for their core curriculum. It is recommended that these students are aware that science has strength and strategies that should be used for new advanced ways of thinking and collaboration. The collaborative project showed that students were successful in deeper learning of concepts and cooperative in peer engaged learning.
Holland, J.; Major, D.; Orvis, K. Career Development Quarterly. (2012) Vol. 60 Issue 4, p343-354. 12p.Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors.
This report searched for the role of voluntary self-development activities and peer mentoring in math and science students and their majors. Capitalization was defined as the form of proactive coping that involves making the most of out of one’s circumstances by participating opportunities that improves development and growth. The authors found that students who engage in capitalization are also more likely to mentor their peers because of their experience and involvement. They also concluded that these students may also feel more comfortable in their major and confident in their abilities.
Perez, T; Cromley, J.; Kaplan, A. Journal of Educational Psychology. (2014) Vol. 106 Issue 1, p315-329The Role of Identity Development, Values, and Costs in College STEM Retention.
The authors worked to investigate the role of college student’s identity development in STEM majors. There have been many attempts to increase student’s participation in STEM disciplines because many students who initially select a science major often switch to a non-science major. Some of these reasons are a result of perceptions of mismatch of talent, lack of knowledge about science, and perception of science being too competitive. The majority of students that switched from STEM majors provide the most common reason being loss of interest. This study provided evidence that identity development may be crucial to the college STEM’s student perceptions of the costs and value in a STEM major.
Moakler, M.; Kim, Mikyong M. Career Development Quarterly. (2014) Vol. 62 Issue 2, p128-142. 15p College Major Choice in STEM: Revisiting Confidence and Demographic Factors
This journal examined the confidence variables as predictors of STEM major choices. An ongoing challenge for the United States is to produce the future engineers and scientists. The nation is becoming more and more independent on engineering, technology and science graduates to support the technology based economy, but fewer American students are entering this field of study. The percentage of high school students who express interest going into science fields has significantly dropped. Demographic factors like gender and race have been examined in STEM related studies. Previous studies have shown that self-confidence is associated with students’ attitudes, feelings and perceptions concerning their academic abilities. Overall the results showed that mathematics confidence and academic confidence are equally important in making a STEM major choice. Students with higher mathematical and academic confidence were more likely to choose STEM major.
Christe, B. Journal of STEM Education: Innovations & Research. Jul-(2013) Vol. 14 Issue 3, p22-26 The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review
This report worked to explore the relationship between professor and student in STEM disciplines. The authors began with explaining how the instructors play a significant role with student persistence in their major. Some of the disciplines are in fact successful in creating a culture of faculty student engagement. The authors suggested that their not be an environment of survival of the fittest but one that cares and engages the students. Overall, much evidence supported that an approach to retention of students includes offering a supportive and warm learning environment
Wei, X; Yu, J; Shattuck, P; McCracken, M; Blackorby, J. Journal of Autism & Developmental Disorders. (2013) Vol. 43 Issue 7, p1539-1546 Science, Technology, Engineering, and Mathematics (STEM) Participation among College Students with an Autism Spectrum Disorder
The authors examined the belief that individuals with an autism spectrum disorder are more likely to gravitate toward science math and engineering or other STEM fields. The students with these orders also showed to have overall low college enrollment rates. Another factor that tied in to the postsecondary enrollment was the income. Overall, the authors concluded that future studies of STEM
Gilmore, J; Vieyra, M; Timmerman, B; Feldon, D; Maher, M. Journal of Higher Education. (2015) Vol. 86 Issue 6, p834-863. The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students.
This article worked to find the underlying relationship between undergraduate research participation and performance of early career stem graduate students. Overall there is a general acceptance hat the U.S is experiencing noticeable shortage of professionals in science technology mathematic and engineering. The study was one of the first to connect the participation of undergrads with research skills in graduate school. It also provided key insights into why or what conditions research experience is associated with. The authors concluded that undergraduate research is a great way to train qualified candidates for the STEM workforce.
72. Major, D; Holland, J.; Oborn, K. Career Development Quarterly. (2012)Vol. 60 Issue 1, p16-24The Influence of Proactive Personality and Coping on Commitment to STEM Majors.
The authors explored the influence of proactive personality on commitment to STEM majors. The study demonstrated the importance of proactive personality to the undergraduate education process. There were various factors that separated students with high and low commitment to their program. The coping behaviors were said to be examined of early career success to deeply underrating the transfer of training effectiveness from academic to initial work experiences.
73. Strayhorn,T. Western Journal of Black Studies. (2015) Vol. 39 Issue 1, p45-63.Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study
This report worked to research the factors influencing black males’ preparation for college and success in STEM majors. Many programs have been created to provide access and support to academically talented students with economically disadvantage backgrounds. The program in this study was providing professional development and advising to aid in increase of graduation rate. Overall, the study showed the achievement of these programs by support and success of graduation. Graham, M.; Frederick, J; Byars-Winston, A; Hunter, A; Handelsman, J. Science. (2013) Vol. 341 Issue 6153, p1455-1456.Increasing Persistence of College Students in STEM.
The authors discussed the ways and efforts to retain more U.S college students in STEM fields in order to decrease the shortage of the projected workforce shortage. One of the main focuses was on the role of student agency which was centered on an evidence based persistence framework. The framework used active learning and identification with the STEM community to increases student confidence and motivation.
Alkhasawneh, R; Hargraves, R. Journal of STEM Education: Innovations & Research. (2014) Vol. 15 Issue 3, p35-42Developing a Hybrid Model to Predict Student First Year Retention in STEM Disciplines Using Machine Learning Techniques
This report worked to research the first year student retention in STEM disciplines. Many studies have worked to emphasize the importance of identifying students with higher drop out risks in order to provide the necessary resources to prevent the action of dropping out. Programs like the freshman intervention program increasing retention and improved student performance in STEM fields. Overall, the study showed that the programs improved student confidence and proved academically successful.
Soldner, M; Rowan-Kenyon, H; Kurotsuchi Inkelas, K; Garvey, J; Robbins, C. Journal of Higher Education. (2012) Vol. 83 Issue 3, p311-336Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs Among Other Social-Cognitive Factors
The authors researched the student’s intentions to persist in STEM disciplines with living-learning programs. There have been many theories to explain why women and underrepresented students being less among STEM graduates. The STEM programs provide opportunities by immersion in an environment and facilitating participation in vocationally co-curricular activities. The authors concluded that the importance of STEM education to the country will be successful with one on one intervention for student success.
By: Baxter, S; B, Judy; O'Donnell, K. Peer Review. (2015) Vol. 17 Issue 2, p16-18.STEM Success through system-wide coordination.
The research was conducted to exam the success through system wide coordination. The authors explored that the collaborative community of a university could support inquiry based or experimental learning through STEM degree programs. Many factors were found to contribute to the success including creativity to instruction, campus commitment, and intentional cross divisional partnerships. Overall the authors concluded that the role of these collaborations in STEM education and partnerships for the effectiveness of STEM.
Coppola, B. New Directions for Teaching & Learning. (2009) Vol 117, p33-44. 12p. Advancing STEM teaching and learning with research teams The authors worked to explore the advancements of STEM teaching and learning with research teams. There is always of need for improvement because the need for ways to improve education is always evolving. Researchers found that the changing in how research is conducted will bring change in substantive research. Research teams also proved to accomplish twin goals of being able to organize a significant research effort for the next generation of researchers.
Guang, J; Bierma, T. Journal of College Science Teaching. (2013) Vol. 42 Issue. STEM for non-STEM Majors: Enhancing Science Literacy in Large Classes.
This article worked to explore enhancing science literacy in large classes. Although the development of science literacy seems to get less attention it may be just as important for future scientific developments. Broader science literacy was said to become increasingly important for the vitality of democracy. The research showed that an experimental approach of using clickers based interaction made an impact on engagement and learning. Clickers were shown to enhance interaction and more effective in STEM major courses. The authors concluded that there were important lessons to take form this research. These included that science literacy development may occur differently in STEM and may require different educational approaches.
Bandyopadhyay, A. Journal of Academic Librarianship. (2013) Vol. 39 Issue 2, p194-201. Measuring the Disparities between Biology Undergraduates' Perceptions and Their Actual Knowledge of Scientific Literature with Clickers
This article explored the link between biology undergraduates and the relationship between knowledge of scientific literature with clickers. There is often disconnect with students in the classroom setting and with fully understanding what is taught. The study used clickers to measure the student’s actual and perceived knowledge of scientific literature. Overall, the author’s concluded that the incorporation of information literacy into learning and training for science majors proved to be beneficial.
Koenig, K; Schen, M; Edwards, Michael; L. Journal of College Science Teaching. (2012)Vol. 41 Issue 4, p23-29. Addressing STEM Retention through a Scientific Thought and Methods Course.
This article explored the STEM retention through a scientific method and thought course. Many of the barriers of student persistence and success in STEM are very complex and multifaceted. A vast majority of incoming STEM majors are underprepared in content and cognitive abilities and struggle through introductory courses. The course showed a means for addressing attrition of incoming biology majors who enter the biology courses at a lower level. Overall the course showed to have a positive impact on student interest in science and student confidence. The authors concluded that further work will have to be done to reform the teaching in the subsequent introductory major courses. Hurney, C.; Brown, J; Griscom, H; Kancler, Erika; Wigtil, Clifton J.; Sundre, D. Journal of College Science Teaching. (2011) Vol. 40 Issue 6, p18-23. 6p.Closing the Loop: Involving Faculty in the Assessment of Scientific and Quantitative Reasoning Skills of Biology Majors.
The authors worked to assess the scientific and qualitative reasoning skills of biology majors. The graduate standardized tests include materials that test the knowledge but also the scientific reasoning ability. Most biology curriculums are designed upon a set of skill, content and experience learning. Most of the goals of the curriculum is to insure that biology majors are integrating research experience and are literate in the scientific process. Overall the authors found that the exam to test the biology majors helped to close the loop and give accurate results of the student ability. The results concluded that the implementation of this exam increased faculty participation and improved student content alignment which sets up a strong framework for assessment results.
Timmerman, B; Feldon, D; Maher, M; Strickland, D; Gilmore, J. Studies in Higher Education. (2013) Vol. 38 Issue 5, p693-710.Performance-based assessment of graduate student research skills: timing, trajectory, and potential thresholds
This article assessed the graduate level of student research skills in the area of trajectory, timing, and potential thresholds. Many universities across the United States have a core goal of developing scientific research skills within science education. The authors found that with more skill and experience the students developed the skills to draw valid conclusions from their work and analyze data. The students also gained the ability to select appropriate data types to answer questions appropriately and also the ability to consider alternative explanations and limitations of the students work. Overall, the authors found that the intellectual growth occurred in leaps rather than gradual progression.
Wilhelm, J. Journal of College Science Teaching. (2014) Vol. 43 Issue 4, p80-90.Project-Based Instruction With Future STEM Educators: An Interdisciplinary Approach
The authors researched how formerly STEM educated graduates interacted with project based instruction. The project based instruction allows students to model represent and apply their content knowledge. The research showed significant gains in understanding the spatial topics that were previously resistant to change. Overall, the study showed that the use of technology aided in the development of spatial scientific understandings. The student knowledge was also deepened and the perspective and understanding showed significant progress.
Weaver, K.; Garcia, J.; Broussard, C. Peer Review. (2015) Vol. 17 Issue 2, p21-24 First-Year STEM Retention Strategies at the University of La Verne
This research examined the first year retention strategies at the University of La Verne. The faculty moved toward science process skills and writing for the two cases to increase student success. The consensus of the faculty was that the students needed to learn how to carry out experimentation, formulate hypotheses, and analyze data and present research in their first year. The high impact practices have proved to be essential in helping the students’ succeed. The authors reached the conclusion that the leadership changes at the university and change of specific skills in the curriculum resulted in improved retention and more readily prepared students.
Siew Fong Yap; Dawson, V. Teaching Science: The Journal of the Australian Science Teachers Association. (2014) Vol. 60 Issue 4, p17-33. The use of ethical frameworks for implementing science as a human endeavor in year 10 Biology.
The authors researched the ethical frameworks for a human endeavor in year 10 biology. The ethical framework was based on an ethical principle that allows one to work whether something is wrong or not. The article analyzes the use of these ethical frameworks in various activities. The most recent models of the framework invite students to articulate their opinions and form different viewpoints. Overall the researchers found that the use of a simple framework helped students to think about different viewpoints and consider options. The researchers also found a notable change in attitudes and being more aware of the benefits of technology.
Ackerman, P.; Kanfer, R; Calderon, C. Teachers College Record. (2013) Vol. 115 Issue 10, p1-43.High School Advanced Placement and Student Performance in College: STEM Majors, Non-STEM Majors, and Gender Differences.
This article explored the growth in highs school student participation in the advanced placement program. Universities have typically considered AP enrollment as an indicator for predicting academic success during the admission process. The researcher found that the AP academic exam performance may be an indicator in college success. The completion of these programs serves as patterns on higher education achievement. The research showed to strengthen the skills of students for analyzing data and critical thinking. The conclusion was that the AP performance and enrollment of these students served as an indicator of college success
Gwazdauskas, F. C.; McGilliard, M. L.; Corl, B. A. Journal of Dairy Science. (2014) Vol. 97 Issue 10, p6378- 6381 Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.
The authors searched to explore the characteristics of student success in the biology courses of physiology and anatomy. The upper level undergraduate courses build upon concepts that students learned in previous coursework. Over the years gender inequity has been a concern for college students and many factors have been assessed to determine the rates of success in a genetics class. Overall, the authors found that there needed to be more of a greater investment in the STEM majors for preparation of the biology and physiology courses.
Czerkawski, B; Lyman, E. TechTrends: Linking Research & Practice to Improve Learning. (2015) Vol. 59 Issue 2, p57-65
This article discussed the practice of improving learning in research and stem fields. The computational thinking that was discussed was defined as thinking that gets humans to solve problems, and not like computers. Some of these ways include parallel thinking, logic and pattern-matching. There are many ways to integrate these skills into the college curriculum through development and implementation. Overall the authors found that there is a need for careful evaluation of the resources for broader implementation in college classes.
Quagliata, A. Journal of STEM Education: Innovations & Research. (2015) Vol. 16 Issue 3, p20-23. 4p.University Festival Promotes STEM Education.
The researchers explored a university festival that promotes STEM Education and the success and factors of it. STEM education has been argued at the essential ingredient in preparing the children for careers if the future. The authors recognized the value of early exposure in STEM fields to younger adolescents. The results showed that the impact of the festival showed to create a fun atmosphere that helps youth overcome apprehension about communicating the discovery of careers youth have never considered. Overall, the authors found that the youth could benefit from similar events that shape their future.
.Bartholomew,S. Technology & Engineering Teacher. (2015) Vol. 75 Issue 2, p14-19.The “STE”in STEM
This article explored which teachers are most qualified to teach the aspects of STEM education. The authors explained that there needs to be a deeper understanding of how different groups define the same terms can help lead to an increased understanding of the meanings. Overall, the research resulted in defining how the STEM subjects will be taught how it will be explained in the high school setting and how it will fit in the prospective models of education.
Whittaker, J; Montgomery, B. Innovative Higher Education. (2014)Vol. 39 Issue 4, p263-275. 13p.Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development
The authors explored the sustainability of STEM diversity in higher education through integrative faculty development. The research conducted involved the faculty and building institutional diversity will recognize equity building as a way to address the educational disparities in the STEM fields. The results showed to support a multi-level approach to achieving goals and institutional transformation. Overall, the authors found that the student and institutional development allow for institutions to promote systemic change in how diversity is addressed in STEM.
Dow, M. Knowledge Quest. (2014) Vol. 42 Issue 5, p14-18. Creating a stem-literate society.
This article described creating a STEM literate society in the university classroom setting. The evolving workforce has growing competencies with STEM fields and national research and development agendas. The authors explored various campuses and partnered with campus faculty to prepare future classrooms to utilize emotional and intellectual capacity. The authors concluded that the change will come with effort and patience to break of existing institutional structures.
McConnel, W; Dickerson, D. Technology & Engineering Teacher. (2014)Vol. 73 Issue 8, p24-29. 6p.a real- world integrated STEM lesson The authors examined the integration of present day STEM lessons. Students often learn about problems from a scientific perspective and discuss the possible solutions. This research showed a very powerful learning experience that engaged students. It showed them that they could be important and contributing members of their community and gave them a confidence that their work was meaningful, authentic, and valued.
Pecen, R; Humston, J.; Yildiz, F. Journal of STEM Education: Innovations & Research. (2012) Vol. 13 Issue 3, p62-73.Promoting STEM to Young Students by Renewable Energy Applications
This research explored using renewable energy applications to promote STEM to young students. The enrollment of science and engineering undergraduate programs have declined since the 1980s.As the world continues to advance there is a growing need for retention rates and enrollment in the fields of engineering and science. The author found that the energy camps generated more student interest and promote STEM education especially in rural areas.
Brickman, P; Gormally, C; Francom, G; J, Sarah E.; Schutte, V. W.; Jordan, C; Kanizay, L. American Biology Teacher (University of California Press). (2012) Vol. 74 Issue 6, p374-379.Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims
This article showed the investigation of developing critical evaluation skills with scientific claims. The students must learn the content knowledge and develop literacy skills. The project based learning method approach engages questions about biological issues relevant to students. By working through these projects, the students are challenged to communicate their understanding of scientific claims. By identifying the solutions this helps to clearly make suggestions for the college classroom.
Hartmann, A. Nature. (2013) Vol. 498 Issue 7453, p171-171.Education: Science literacy benefits all.
The authors worked to explore the benefits of science literacy in STEM education. Most students shun research while opting to use their mathematical skills in accounting and their love of science in banking. Many STEM programs fortunately familiarize students with the scientific process and with the natural world. The fundamental concepts also teach the students how to interpret and handle scientific information. The scientific literacy benefits throughout their lives after undergraduate with making healthcare decisions and government policies.
Bao, L; Cai, T; Koenig, K; Fang, K; Han, J; Wang, J; Liu, Q; Ding, L; Luo, Y; Wang, Y; Li, L; Wu, N. Science. (2009) Vol. 323 Issue 5914, p586-587 Learning and Scientific Reasoning.
This article discussed the examined research that showed if content knowledge concerned with STEM affects the development of scientific reasoning ability. The study includes the abilities to observe and evaluate consequences and to systematically explore a problem. The authors found and paralleled the reasoning skills of university students in the American students and Chinese students.
Holvikivi, Jaana. IEEE Transactions on Education. (2007) Vol. 50 Issue 4, p367-372.Logical Reasoning Ability in Engineering Students: A Case Study The authors examined the logical reasoning ability in engineering students. One of the foundations of mathematical logic is the scientific foundation of computer and technology engineering. The first year engineering students answered surveys based on their scientific thinking and logical reasoning skills. The links found in the results show the failures in logical reasoning that occur despite formal training. Overall the authors found that the there is a need for a stronger emphasis in developing problem-solving and metacognitive skills in engineering education.
Brown, N.; Furtak, E; Timms, M; Nagashima, S.; Wilson, M. Educational Assessment. (2010) Vol. 15 Issue 3/4, p123-141. The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning
This article assessed the scientific reasoning framework for university students. Many recent scientific reforms have emphasized the importance of students engaging with reasoning from evidence to develop scientific explanations. The results show that in other science content areas the reasoning framework in the creation of research instruments, assessments, and instructional materials that test the framework's utility. The authors concluded that this will lead to improvements in teaching students the skills of using evidence in scientific reasoning and promote growth in students’ understanding of science concepts.
Czerkawski, B; Lyman, E. TechTrends: Linking Research & Practice to Improve Learning.(2015) Vol. 59 Issue 2, p57-65. 9p.Exploring Issues About Computational Thinking in Higher Education.
The authors researched the issues of computational thinking in higher education. Computational thinking is the required set of thinking skills that students in all fields must require to succeed. The research reviewed the current state of the field in higher education and to discuss if these skills are. The research found that there was a need for curricular activities that require development of teaching tools and quality learning. The authors also concluded that further studies should be done to learn about the various outcomes across the disciplines that result in computational competencies. Although higher education is a complex level effectively understanding the concepts will yield future benefits across multiple academic disciplines.
Estes, M; Liu, Juhong; Z, Shenghua; R, Kim. TechTrends: Linking Research & Practice to Improve Learning. (2014) Vol. 58 Issue 6, p90-98. 9p Designing for problem-based learning in a collaborative STEM lab: A case study.
This article explored the designing for problem based learning in a collaborative STEM lab. The study had a purpose to investigate the needs of a virtual and physical; STEM lab with four universities and the recommendations regarding the configurations for the techniques. The authors also questioned how he space could be redesigned to promote critical thinking, interactivity, and student centered approaches, the new lab space supported the problem based and student centered learning space. The research found that further research regarding the STEM lab environment and the impact of room configurations and designs after implementation is needed, Geno, J. Techniques: Connecting Education & Careers. (2015) Igniting Steam Through CTE
The authors researched the CTE program in the STEM fields and the connection with the education system. CTE is considered one of the most vital pieces of education in cultivating students’ skills levels and interest within STEM careers. The CTE curriculum is immersed in critical thinking communication and problem solving skills. Overall the authors found that a more in depth look needs to be taken at the efforts of intertwining the STEM and CTE skills in the classroom. They concluded that CTE is the educational vehicle that can move STEM forward with students.
Jones, V. Children's Technology & Engineering. (2013) Vol. 18 Issue 1, p28-31. 3pSTEM DESIGN: literacy strategy: capture natural curiosity
This article discussed the STEM design and the strategy for incorporating students in the design process. STEM models are developed in higher education in order to incorporate thinking strategies in settings outside of the classroom. The authors stated that in order to develop the critical thinking skills and achieve goals the STEM models have to be planned out. Overall the goal was to create the design process which would also improve the design evaluation.
Tittle, L. Diverse: Issues in Higher Education. (2015) Vol. 32 Issue 14, p28-28. 1p.STEM Degrees Are Not Earned by Math Alone.
This authors explore the importance of effective reading and writing in earning a science technology engineering or math degree. Although the STEM topics have gained attention for the importance in higher education and preparing for careers. There has been a shadow casted over the importance of strong writing and reading skills in academics and the workplace. Recent data has indicated a gap between reading and writing skills. The authors suggested that faculty should not accept poorly written papers or teach courses in a way that students don't have to comprehend articles and textbooks. Overall the authors concluded that when the writing and reading skills are given the required attention all students will be prepare for college completion workplace responsibilities, and community involvement.
Chapman, P; Roberts, T. Children's Technology & Engineering. (2015) Vol. 20 Issue 1, p28- 31Collaboration by Design: encouraging positive interactions through engaging tasks
This article found the link between collaboration by design and engaging tasks. The importance of collaboration and use of critical thinking is very crucial in the classroom setting. The collaboration aids in students taking ownership of their learning, increasing active learning, and improving the classroom culture. The authors found that there was a positive increase interaction among students based on the design of the teaching activity.
Raffa, G. Chronicle of Higher Education. (2014) Vol. 60 Issue 39, pB2-B2What the Head of Hiring at Google Doesn't Understand About Skills
The author argued the topics of critical thinking skills required in college literature classes and STEM courses. The degree of difficulty for STEM majors to perform at the higher levels is a challenge for the STEM majors who have been fed one time of way of thinking and completing an assignment and not applying critical thinking skills to the assigned tasks. Overall the need was explained for college graduates to be able to communicate clearly, solve complex problems and think critically regardless of their major.
Fisher, D; Frey, N. Educational Leadership. (2014) Vol. 72 Issue 4, p86-87STEM for Citizenship.
This article discussed the value of STEM education in regards to developing adults who are informed citizens of their country. Many faculty member view STEM as the ideal platform for developing students’ critical thinking abilities, collaboration, and creativity. The author stated that one necessity of an informed citizen is the ability to develop his or her own views by evaluating and reflecting on evidence rather than accepting someone else's position. Effective critical thinking was described to require intellectual skills that rise above a specific knowledge base. Some skills include gathering and assessing relevant information and raising vital and important problems. Overall the authors concluded with the need to integrate these skills in the higher education course for effective and lasting results after graduation.
Herron, J. Mechanical Engineering. (2014) Vol. 136 Issue 11, p8-8. 1/4pPotential Leaders.
The author discussed how the STEM majors and coursework have the potential to develop leaders. STEM education was suggested to not only focus on sparking interest of female students but to seek out methods to retain girls as they mature and grown into technical women. Past data has found that the U.S has failed to utilize proven methods of mastery of basic skills and facts. This leads to failure to solve higher level thinking problems in the higher education courses and the students are disadvantaged on a global level. The author concluded that the advancement and improvement of this issue will come with creativity and nontraditional solutions.
McBride, R.; Xiang, P; Wittenburg, D; Shen, J. Asia-Pacific Journal of Teacher Education. (2002) Vol. 30 Issue 2, p131-140. An Analysis of Preservice Teachers' Dispositions Toward Critical Thinking: a cross- cultural perspective.
This article served as an analysis of the preservice teachers’ dispositions toward critical thinking. The present national concerns about the critical thinking skills and ability of college students and graduate are widespread throughout the country, there has been report after report that shows the importance of having college students who can evaluate information and can think effectively. Critical thinking skills permit students to believe in their judgments to find resolutions to a problem. Overall, the study found that building commonalities may help with better understanding an appreciation of understanding critical thinking from a cross- cultural context.
Nelson Laird, T.; Sullivan, D.; Zimmerman, C; McCormick, A C. Peer Review. (2011) Vol. 13 Issue 3, p23- 26. 4p. 2 Charts.STEM/Non-STEM Differences in Engagement at US Institutions.
The authors discussed the study of STEM and non-STEM majors at major institutions. Nationally, it was found that faculty in STEM fields generally had a lower expectation for integrative and reflective learning in relation to other faculty. The research explained the Integrative Learning scale and an assessment to gage how often students use sources in class discussions and writing assignments. Overall the research conclude at the efforts to change the learning approaches have shown to be effective by focusing on engagement and deeper thinking.
Mandeville, D; Stoner, M. Journal of College Science Teaching. (2015)45 Issue 1, p66-75. Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics.
This article assessed the effect of problem based learning on undergraduate student learning in biomechanics. The problem based learning involves a strategy based on collaborative group inquiry centered on open ended scenario problems. This learning techniques students’ understanding of the course content along with fostering an environment of evidence based practices. Overall the studies showed the outcomes of this problem based learning to be effective and result in growth of these areas becoming strengths. The authors also concluded that future work is needed to dig deeper into problem solving and developing qualities of context and constraint.
Shalev, I. Frontiers in Psychology.(2015)Vol. 6, p1-4.The architecture of embodied cue integration: insight from the "motivation as cognition" perspective.
The authors worked to summarize an analysis of integration from the motivation as a cognition perspective. The embodied cognition theory indicated the activation automatically speaking from experience in the world. Recent data has shown a turn in the cognitive science which underlies neural activity patterns several constraints were considered based on the motivation and cognition paradigm between action emotion and perception. Overall the authors found that by combining cognitive architecture and structural motivational properties there are possible path for integrating and developing the lines in these fields of higher education.
Eppes, T; Milanovic, I; Sweitzer, H. Innovative Higher Education. (2012) Vol. 37 Issue 1, p3- 10Strengthening Capstone Skills in STEM Programs
This article worked to explore the capstone skills strengthening in STEM programs. Traditionally skill development is not fostered because instructions are meant to be followed rigorously and consists of rigid outcomes and conclusions. Past data has shown that students mature more effectively when teaching balances both support and challenge. The ICAP resulted in instructors moving from being overseers to mentors, the quality and performance of the capstone improved and the education d design skills improved. Overall the confirmation was that the capstone successfully prepared students over time leading to a larger percentage of graduates with higher skill levels.
Chanock, K. Teaching in Higher Education. (2010) Vol. 15 Issue 5, p543-552The right to reticence
The authors worked to explore the right to reticence in a specific culture. Some students from the Anglo-western educational systems face challenges with participation these classroom experiences because of their differences. These students who are reluctant to participate in challenging received wisdom value reticence and the appearance of consensus. By examining students’ plans and texts and diverge what is similar and what is different will help students switch how they want to write for particular contexts. The research concluded that the solution is to create opportunities to help lecturers recognize these instances for students to develop stronger critical thinking skills and social engagement with the world.
DeLuca, V.; Lari, N. Journal of STEM Education: Innovations & Research. (2013) Vol. 14 Issue 1, p45- 55.Developing Students' Metacognitive Skills in a Data-Rich Environment.
This article explored the development of student’s metacognitive skills in a data-rich environment. The Metacognitive process evaluates the student's’ awareness of their cognitive abilities as they solve problems. The thinking process is also visible which allows the researchers to see significant increase in students’ reflections on their thought processes. Overall, the authors concluded that the categories of awareness, cognitive strategy, self-checking and avoidance was on a good scale.
Zoller, U. Journal of Science Education & Technology. (2011)Vol. 20 Issue 5, p444-453. 10p. 1 Diagram, 6 Charts, Science and Technology Education in the STES Context in Primary Schools: What Should It Take?
The authors researched the technology and science education in the STES context and what it takes to improve it. There was a need for the shift from teaching to know into how to think. Many of the forces to improve the STEM education is for students to develop their critical thinking skills and improve their literacy. These developments would equip students to participate in relevant decision making processes in a very multicultural society. The findings were that with continued research on the model more advancements can be made with the critical thinking HOCS model.
Kidman, G; Lidstone, J; Stoltman, J. International Research in Geographical & Environmental Education. (2013) Vol. 22 Issue 4, p275-276Editorial
The article analyzed the need for improvement of pedagogies and curricula that fosters independent creative and critical thinking. Business leaders and employers have stated that there is a need for students to be able to ask and answer questions in the world they live in. The authors concluded that there needs to be a breakdown on the assessment of improving competency skills that will demand students to help them function and thrive after college.
Metz, S. Science Teacher. (2014) Vol. 81 Issue 9, p6-6. Engineering a New World
The authors explored the emphasis on technology and engineering as core components of STEM education. While incorporating engineering design students can solve problems that are important and relevant in their daily lives. These activities ca also encourage groups who are historically underrepresented in engineering and science fields. The authors concluded that today’s engineers have to understand and support their work to face issues of society and the world which is why the engineering should be a part of the STEM education.
Hagerty, D. J; Rockaway, T. Journal of STEM Education: Innovations & Research.(2012) Vol. 13 Issue 2, p25-34Adapting Entry-Level Engineering Courses to Emphasize Critical Thinking This article discussed adapting entry level engineering courses to emphasize critical thinking. The process behind engineering being a course to develop critical thinking skills is that the ability to problem solve is applied through theory and practice. There are also opportunities to apply classroom learning in practical experiences or service learning. Overall the authors concluded that the courses successfully enhanced the thinking abilities of students and developed their subset of skills.