How choosing science depends on students’ individual fit to ‘science culture’

In this paper we propose that the unpopularity of science in many industrialized countries is largely due to the gap between the subculture of science, on the one hand, and students’ self-image, on the other hand. We conducted a study based on the self-to-prototype matching theory (Burke & Reitzes, 1981), testing whether the perceived mismatch between the typical representative of the science culture (the science prototype) and students’ self-image is linked to not choosing science as a major. Fifty-four Dutch 9th-grade students currently choosing their subject majors (so-called profiles) completed a Dutch version of a questionnaire previously designed by Hannover and Kessels (2004), which measures students’ perceptions of typical peers favouring different school subjects (prototypes for physics, biology, economics, languages) and students’ self-image. Students chose a profile to the extent that they conceived of themselves as similar to the typical peer who likes the key subject of that profile. Fifty percent of variance was explained when using an aggregated science vs. humanities distance score and predicting whether a student had chosen a science- or a humanities-related profile. A comparison of Dutch students’ description of the physics prototype with the German data from Hannover and Kessels (2004) revealed similar prototypes in both countries. The traits ascribed to the physics prototype were in line with science-related values and the culture of science as described by Merton (1973) and Traweek (1992), for example. The relevance of the perceived fit of the culture of science to students’ selves for academic choices is discussed

Challenge Based Learning as authentic learning environment for STEM identity construction

Engineering education more and more adopts Challenge Based Learning. In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g. higher education) or authentic but pedagogically simplified versions (e.g. secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this paper explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development?We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as Design-Based Learning and Project-Based Learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modelling of CBL's contribution to the development of STEM identities.Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as Problem Based Learning (PBL) or Design Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision.It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities. Primarily through a combination of a motivation boost, a higher perception of competence and the CBL and STEM identity construction 2 enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this study explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development? We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as design-based learning and project-based learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modeling of CBL's contribution to the development of STEM identities. Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as problem-based learning (PBL) or Design-Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision. It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities, primarily through a combination of a motivation boost, a higher perception of competence and the enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.</p

How high potential coaching can add value – for participants and the organisation

This case study explores the value of high potential coaching as part of a leadership development programme. As empirical and participant-based research for coaching (effectiveness) in a talent management context is scarce, both participant and organisation perspectives were explored. This research shows that the coaching readiness of participants could be influenced, both by the organisation and the relationship with the coach. The findings show that both the organisation and the participants valued personal realisations, increased effectiveness and career moves, although emphasised different elements. Findings could be relevant for coaching in a talent management context or for when engagement in coaching is not voluntary

Students’ perceptions of multicultural group work in international engineering classroom

The rapid internationalization of engineering leads universities to change their education in ways that meet diverse students’ learning needs. The ambition behind the internationalization policy at Eindhoven University of Technology (TU/e) is that the multicultural experiences will improve the quality of educational experiences for all students. In a small-scale interview study, we explored how domestic and international students perceived the challenges and gains in their multicultural student group work experiences in master programs at TU/e. In addition, the factors that influence multicultural group work were explored based on students’ experiences. Key challenges that were identified are different communication styles and language issues, whereas key gains are mainly related to complementary knowledge and skills for domestic and international group members. In the group process, factors in which they were similar were found, for example both domestic and international students preferred to work with someone they already know. Difference in students’ perceptions of group work behaviors, such as division of task and disagreement solution were found between domestic and international interviewees. The factor of culture seems to play a role in interpreting the above differences. Based on the results, we concluded that the vision of an international classroom has not yet been achieved. The results suggest that inclusion at the university still needs to be taken a step further, and this paper provides a basis for discussion on how to move the vision forward.</p

How well do science teachers do? Differences in Teacher-Student interpersonal behavior between science teachers of other (school) subjects

The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605 teachers. 8,503 students (19.2 percent) reported on science teachers. Science teachers were perceived as less dominant and less cooperative. Science teachers perceived themselves as less cooperative. Dominance and cooperation are known to be favorable for learning results and students' subject related attitudes. Hence, science teachers' different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects

Does nationality composition affect student groups' collaboration and performance?:A cross-case analysis

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Does nationality composition affect student groups' collaboration and performance?:A cross-case analysis

A Dutch STEM university is aiming to create an inclusive international classroom where diversity is appreciated as an indispensable element of the quality of learning. One aspect of the international classroom is to enable students to acquire international collaboration skills through working in mixed nationality student groups. In a previous interview study, we found that group composition of nationalities has consequences for collaboration, in which having just one ‘token’ international member group seems particularly ineffective. This paper presents a follow-up observation study that compares collaboration and performance in threecompositions of mixed-nationality student groups. We analyzed online meeting recordings, evaluation questionnaires, and self-reflection reports. In the cross-case analysis, we focused on: 1) members’ participation in the meetings (frequency of utterances), 2) disagreement episodes (triggers and solutions), and 3) group performance (teachers’ grading and students’ perceived performance). The results suggest that in the group with one international member, group meeting conversations were skewed towards the domestic Dutch students. This group encountered more process-related disagreements, competitive disagreementsolutions, experienced a low level of trust, more emotional discomfort (such as pressure), and experienced less satisfaction. By comparison, in the other two groups where nationality was more equally distributed, members evenly contributed to meetings. These groups were observed to have more task-related disagreements, more information elaboration and agreement solutions, and higher levels of trust, satisfaction, and group belongingness. This observation study contributes to awareness of student diversity effects that allow teachers to take the next step towards facilitating mixed-nationality student groups in the international classroom