Creating a STEM Identity: Investment with Return

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change. This paper is focused on describing and categorizing the development of a STEM “identity” over the past decade within a metropolitan campus that does not have an overall STEM central mission. The College of Engineering (CoE), established in 1997 as a result of a regional demand for engineering and computer science graduates, began focusing heavily on student success initiatives in 2004 with support from the Engineering Schools of the West Initiative, through the William and Flora Hewlett Foundation. This first wave of initiatives was critically assessed, and engineering student success became a focal point for the CoE. Internal research conducted under this grant exposed numerous roadblocks that impeded students\u27 academic success. In 2010, another large grant, funded through the National Science Foundation Science Talent Expansion Program (STEP), was awarded to increase the numbers of students graduating with STEM degrees. This grant engaged an interdisciplinary, cross-college team of STEM educators passionate about continuous improvement and pedagogical reform. Six months after the STEP grant launch, a second grant was awarded, a NSF Innovation through Institutional Integration (I^3) grant. All activities associated with these grants were deliberately categorized as “STEM” activities, in order to benefit all STEM students and faculty. This had the added benefit of unifying the STEM community and helping launch a sense of common purpose among STEM faculty and staff. We discuss a framework and present supporting cases to show how developing a STEM identity has been a critical step towards cross-curricular integration and improvements in pedagogical development, structures, policies and a sense of STEM community

Real-World Industry Collaboration within a Mechatronics Class

This paper describes the implementation and assessment of an innovative senior/graduate level mechatronics (robotics) module that integrated structured and unstructured learning experiences, in collaboration with an industry partner. With real-world constraints and expectations, students designed and delivered a product as the final project. In fall 2007, the corporate partner provided state-of-the-art, programmable robotic kits with a user-friendly programming environment. The assigned project was to design a biomedical robot to work in a hospital intensive care unit (ICU) to perform tasks such as transporting supplies or delivering paperwork. Students with diverse skills and majors were grouped in ten teams, two to three students each. Student learning activities included designing a robot from a box of FisherTechnik materials, without the aid of instruction manuals; writing program code using the PCS environment; and integrating hardware and software. After four weeks of building, training, and testing, each team’s robot was unique. In the final competition, each robot was assigned to a particular room in the ICU to perform a specific task. Overall, the results indicated that the students gained hands-on experience with the state-of-art technology and effectively applied the conceptual course content to a real application

Perceptions About Women in Science and Engineering History

This study investigated college students\u27 perceptions about the contributions of women to the history of science, technology, engineering and mathematics (STEM) (N = 1,147). Students were asked to write down as many famous or historically important scientists, inventors or engineers they could think of. After one minute, they were instructed to write down as many famous or historically important women scientists, inventors or engineers they could think of. For the first question, 95% of the responses referred to male scientists, inventors or engineers. For the second question, respondents named on average less than one woman (M=.86), and those named were more often from non-STEM fields (e.g., Rosa Parks) than actual scientists, inventors or engineers. Additionally, while respondents named a total of 279 distinct men, they named only 35 distinct women. Students in STEM fields could name significantly more male scientists, inventors or engineers than non-STEM students, but could not name significantly more women. The implications of these results are discussed, along with suggestions for educators on how to integrate the contributions of women in STEM into the classroom

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints. To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants\u27 comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p \u3c .01), decreases in STEM pedagogical discontentment (t = 7.281, p \u3c .01), and increases in design process knowledge (t = 6.072, p \u3c .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity. Our results indicate that our three-day summer institute and follow-up support increased our participants\u27 knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM

Applying the CACAO Change Model to Promote Systemic Transformation in STEM

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today\u27s classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the basic science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs

Following a foraging fish-finder : diel habitat use of Blainville's beaked whales revealed by echolocation

© The Author(s), 2011. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in PLoS One 6 (2011): e28353, doi:10.1371/journal.pone.0028353.Simultaneous high resolution sampling of predator behavior and habitat characteristics is often difficult to achieve despite its importance in understanding the foraging decisions and habitat use of predators. Here we tap into the biosonar system of Blainville's beaked whales, Mesoplodon densirostris, using sound and orientation recording tags to uncover prey-finding cues available to echolocating predators in the deep-sea. Echolocation sounds indicate where whales search and encounter prey, as well as the altitude of whales above the sea-floor and the density of organisms around them, providing a link between foraging activity and the bio-physical environment. Tagged whales (n = 9) hunted exclusively at depth, investing most of their search time either in the lower part of the deep scattering layer (DSL) or near the sea-floor with little diel change. At least 43% (420/974) of recorded prey-capture attempts were performed within the benthic boundary layer despite a wide range of dive depths, and many dives included both meso- and bentho-pelagic foraging. Blainville's beaked whales only initiate searching when already deep in the descent and encounter prey suitable for capture within 2 min of the start of echolocation, suggesting that these whales are accessing prey in reliable vertical strata. Moreover, these prey resources are sufficiently dense to feed the animals in what is effectively four hours of hunting per day enabling a strategy in which long dives to exploit numerous deep-prey with low nutritional value require protracted recovery periods (average 1.5 h) between dives. This apparent searching efficiency maybe aided by inhabiting steep undersea slopes with access to both the DSL and the sea-floor over small spatial scales. Aggregations of prey in these biotopes are located using biosonar-derived landmarks and represent stable and abundant resources for Blainville's beaked whales in the otherwise food-limited deep-ocean.The work was funded by the Office of Naval Research and the National Ocean Partnership Program (US), by a consortium consisting of the Canary Islands Government, the Spanish Ministry of Environment and the Spanish Ministry of Defense, and by the European environmental funding LIFE-INDEMARES program for the inventory and designation of the Natura 2000 network in marine areas of the Spanish territory, headed by Fundacion Biodiversidad, with additional support from the Cabildo Insular of El Hierro. PA is currently supported by the National Research Project: Cetacean, Oceanography and Biodiversity from La Palma and El Hierro (CGL2009-13112) of the Spanish Ministry of Science and NAS by a Marie Curie fellowship from the 7th European Frame Program. MJ was supported by grants from the Strategic Environmental Research Development Program and from the National Ocean Partnership Program. PTM was supported by frame grants from the National Danish Science Foundation

Miradas desde la historia social y la historia intelectual: América Latina en sus culturas: de los procesos independistas a la globalización

Fil: Benito Moya, Silvano G. A. Universidad Católica de Córdoba. Facultad de Filosofía y Humanidades; Argentina.Fil: Universidad Católica de Córdoba. Facultad de Filosofía y Humanidades; Argentina

Better Together: Connecting with Other Disciplines Builds Students\u27 Own Skills and Professional Identity

The Summer Research Community (SRC) at Boise State University brings STEM (science, technology, engineering, and mathematics) students together with faculty and other students from social sciences and humanities to form an interdisciplinary summer experience. The SRC was founded with impetus from a National Science Foundation grant to create efficiencies among NSF and other STEM education initiatives and to address critical junctures for undergraduate STEM students and faculty