Science Communication across STEM Disciplines:Who’s Keen, Who’s Not?

This is a program evaluation study of an interest group (IG) that advances public engagement by STEM researchers and provides opportunities to develop science communication skills. The study addresses these questions and observations: 1) Members of biomedical/biosciences disciplines are more common participants in the IG’s science communication activities than members from other STEM disciplines. 2) What are the characteristics of STEM disciplines that are more resistant/less amenable to participating in science communication activities?UT Librarie

Model of professional retraining of teachers based on the development of STEM competencies

The article describes a methodology for organizing lifelong learning, professional retraining of teachers in STEM field and their lifelong learning in Volodymyr Hnatiuk Ternopil National Pedagogical University (Ukraine). It analyzes foreign and domestic approaches and concepts for the implementation of STEM in educational institutions. A model of retraining teachers in the prospect of developing their STEM competencies and a model of STEM competencies were created. The developed model of STEM competencies for professional teacher training and lifelong learning includes four components (Problem solving, Working with people, Work with technology, Work with organizational system), which are divided into three domains of STEM competencies: Skills, Knowledge, Work activities. In order to implement and adapt the model of STEM competencies to the practice of the educational process, an experimental study was conducted. The article describes the content of the scientific research and the circle of respondents and analyzes the results of the research

NSU- LSMSA Makers Club: Advanced STEM Educational Modules and Enhanced Experiential Learning

This paper describes advanced educational activates of STEM makers club, which combines Northwestern State University (NSU) and The Louisiana School for Math, Science, and the Arts (LSMSA). The main objective of this Makers Club is to make students excited about STEM and to increase the number of students who are interested in STEM related careers. The newly founded club (NSU-LSMSA Makers Club) emphasizes innovation and hands-on experience for all participants. Furthermore, it promotes building a spirit of teamwork and sharping problem-solving skills. Different teaching modules have been developed and applied. The paper presents various structured activities reports experiential learning from its participants.Cockrell School of Engineerin

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

Appropriations and Stem Cell Research Arlen Specter’s Senate Legacy

Pennsylvania Republican Senator Arlen Specter sat at the center of battles over stem cell research. Focusing on Specter’s efforts allows sustained exploration of policy entrepreneurship in the Senate. Building on Fenno’s seminal work on Arlen Specter, which focused mostly on Specter’s first term in office. Specter’s early work on criminal justice policy helped to prepare him for the weighty work involved in the stem cell debate. However, it was his ascendance on the Senate Appropriations Committee, and his position on the Labor, Health, and Human Services subcommittee in particular, that allowed him to become a leader on the stem cell issue. Specter’s work on the Judiciary Committee stereotyped Specter as a “show horse,” his work on stem cell research highlights his “workhorse” qualities. I begin with an overview of agenda setting and policy entrepreneurship in Congress. The purpose of the discussion is to place Senator Arlen Specter’s legislative activities in a theoretical context. I then turn to the politics and policy that shaped the debate surrounding stem cell research. In particular, I demonstrate how the development of stem cell policy necessarily tiptoed through the minefield of abortion politics. I then discuss Senator Specter’s involvement in shaping stem cell research policy by focusing on several vignettes where his involvement illustrates the important role of the political entrepreneur. Despite what sometimes appears as “failure,” we gain insight into the role of Specter as a policy entrepreneur and this role in shaping public policy. This work contributes to the literature on Congress and public policy in several ways. Making extensive use of newly available archival material I contribute to our historical understanding of stem cell policy and its relationship to abortion policy. Focusing on Senator Arlen Specter allows us to examine how policy leaders learn and adapt to political and institutional change to realize their policy goals. It also expands our understanding of policy entrepreneurs. Many students of legislative entrepreneurship focus on legislative accomplishment—success. Specter did not pass any landmark legislation into law related to stem cell research. This study addresses a blind spot in the study of legislative entrepreneurs; the skills policy leaders use to prevent legislation from becoming la

STEM outreach activities: an approach to teachers’ professional development:STEM outreach activities

STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper explores teachers' views of STEM activities, how they understand their role as primary facilitators and the impact of their STEM engagement on their professional development. STEM outreach provides distinct opportunities for situated and dialogic learning. STEM teachers' effectiveness in engaging students by demonstrating the importance and relevance of STEM subjects in the real world and engaging captivating STEM outreach partners not only supports students learning but also enhances their opportunities to develop their knowledge and skills. Semi structured interviews were conducted with eleven teachers from six different schools in the West Midlands, United Kingdom. The data reveals STEM facilitators become the 'face' of STEM to their pupils. The expertise, knowledge and partnerships STEM facilitators develop, broadens their capacity to deliver teaching imbued with real world applications and improve students' understanding of the range of new and upcoming careers available. Most importantly, participating in STEM outreach activities help teachers maintain and reinforce their own sense of identity as STEM professionals. Outreach activities provide opportunities for teachers to interact with leading scientists and obtain exposure to cutting-edge research. [ABSTRACT FROM AUTHOR

Antioxidant and antihemolytic activities of methanol extract of Hyssopus angustifolius

This study was designed to evaluate antioxidant and antihemolytic activities of Hyssopus angustifolius flower, stem and leaf methanol extracts by employing various in vitro assays. The leaf extract showed the best activity in DPPH (63.2 ± 2.3 μg mL-1) and H2O2  (55.6 ± 2.6 μg mL-1) models compared to the other extracts. However, flower extract exhibited the highest Fe2+ chelating activity (131.4 ± 4.4 μg mL-1). The extracts exhibited good antioxidant activity in linoleic acid peroxidation and reducing power assays, but were not comparable to vitamin C. The stem (23.58 ± 0.7 μg mL-1) and leaf (26.21 ± 1 μg mL-1) extracts showed highest level of antihemolytic activity than the flower extract

STEM subjects and jobs: a longitudinal perspective of attitudes among Key Stage 3 students, 2008 - 2010

The STEM Careers Awareness Timelines initiative was part of Action Programme 8 which ran between 2008 to 2011. The project was undertaken by the Centre for Education and Industry at the University of Warwick, the International Centre for Guidance Studies at the University of Derby and Isinglass Consultancy. The project enlisted 30 schools to pilot the initiatives across England. Nominated school contacts initially assessed their school in relation to delivery of STEM subjects and careers. Through mentoring arrangements and regional events, these schools were then supported through their design and delivery of careers awareness timelines – or programmes of activities within the curriculum - designed to increase the awareness of young people about STEM subjects and related careers options. Surveys of young people were also undertaken that were designed to capture opinions on STEM subjects and thoughts about STEM careers. The first of these surveys (which we refer to as Wave One) took place from September 2008 until March 2009. The second (Wave Two) lasted from September 2010 until February 2011. The staggered approach, focusing two surveys with many of the same questions on the same schools two years apart, allowed for a comparison of attitudes at the beginning and at the end of the project. This longitudinal perspective facilitated an assessment of change both within a cohort and between school years. Wave One of the research generated 4073 completed questionnaires from year seven and year nine students from 27 schools. Wave Two of the research received 2216 responses from a total of 19 of the pilot schools.Department for Education (DfE