The importance of science fiction and other STEM-related mass media in young people's decisions to enrol in university STEM courses

This paper presents Australian results from the Interests and Recruitment in Science (IRIS) study with respect to the influence of STEM-related mass media, including science fiction, on students’ decisions to enrol in university STEM courses. The study found that across the full cohort (N=2999), students tended to attribute far greater influence to science-related documentaries/channels such as Life on Earth and the Discovery Channel, etc. than to science-fiction movies or STEM-related TV dramas. Males were more inclined than females to consider science fiction/fantasy books and films and popular science books/magazines as having been important in their decisions. Students taking physics/astronomy tended to rate the importance of science fiction/fantasy books and films higher than students in other courses. The implications of these results for our understanding of influences on STEM enrolments are discussed

The ethics of digital ethnography in a team project

This article draws on researcher vignettes to explore ethical decisions made in the process of collecting and analysing mobile messaging data as part of a team ethnographic project exploring multilingualism in superdiverse UK cities. The research involves observing key participants at work as well as recording them at home and collecting their digitally-mediated interactions. The nature of ethnographic research raises ethical issues which highlight the impossibility of divorcing ethics from project decision-making. We therefore take on board a re-conceptualisation of research ethics not as an external set of guidelines but as the core of research, driving decision-making at all steps of the process. The researcher vignettes on which we draw in exploring this process facilitate a reflective approach and enable us to identify and address ethical issues in our research. In this article, we focus on the potential impact that digital communications technologies can have on the kinds of relationships that are possible between researchers and research participants, and on the roles they can carry out within the project. In doing so, we explore the part that digitally-mediated communications play in the co-construction of social distance and closeness in research relationships. Our discussions around these issues highlight the need for an awareness not only of how our participants’ media ideologies shape their use and perceptions of digital technologies, but also how our own assumptions inform our handling of the digital data

Girls thriving in geek courses

This paper reports findings from a national study of first year STEM students at Australian universities. It focuses on the expectations and experiences of 1547 females and males enrolled in male-dominated courses (physics/astronomy, engineering, IT). The study found no significant sex differences in students’ ratings on a wide range of items including interest in the course, social fit, teaching quality, and intention to complete the course, among others. The paper concludes that high school girls conside ring enrolment in male-dominated STEM courses should find encouragement in the findings that, on balance, many of their university experiences are likely to be no more negative than those of males enrolled in the same courses

The ethics of digital ethnography in a team project

This article draws on researcher vignettes to explore ethical decisions made in the process of collecting and analysing mobile messaging data as part of a team ethnographic project exploring multilingualism in superdiverse UK cities. The research involves observing key participants at work as well as recording them at home and collecting their digital interactions. The nature of ethnographic research raises ethical issues which highlight the impossibility of divorcing ethics from project decision-making. We therefore take on board a reconceptualisation of research ethics not as an external set of guidelines but as being at the core of research, driving decision-making at all steps of the process. The researcher vignettes on which we draw in exploring this process facilitate a reflexive approach and enable us to identify and address ethical issues in our research. In this article, we focus on the potential impact that digital communication technologies can have on the kinds of relationships that are possible between researchers and research participants, and on the roles that both carry out within the project. In doing so, we explore the part that digital communications play in the co-construction of social distance and closeness in research relationships. Our discussions around these issues highlight the need for an awareness not only of how our participants’ media ideologies shape their use and perceptions of digital technologies, but also how our own assumptions inform our handling of the digital data

Empirical investigation of an adapted fourth generation evaluation: The case of evaluating a secondary science teacher preparation program

Empirical studies on how program evaluation theories are enacted in practice are scarce (Mark, 2008; Miller, 2010; Smith, 2010). Evaluation scholars need to understand the connection between the theory and practice of program evaluation models to enhance these models and defend their merit. This research employed a case study to examine how the theory underlying an adapted version of Guba and Lincoln's (1989) Fourth Generation Evaluation (4GE) model was enacted in the context of evaluating a secondary science teacher preparation program in one rural university in New South Wales, Australia. This study comprised two components, the second of which is directly informed by the first. The first component was a case study evaluation of the Graduate Diploma in Education for Science Teaching using an adapted version of the 4GE (A4GE). The second component was an investigation of the implementation of the evaluation model, which was carried out as component One, and an exploration of the relationship between the model's theory and its practice using an interpretive case study approach

Starting out in STEM : a study of young men and women in first year science, technology, engineering and mathematics courses

In late 2011, first year university students in science, technology, engineering and mathematics (STEM) courses across Australia were invited to participate in the international Interests and Recruitment in Science (IRIS) study. IRIS investigates the influences on young people\u27s decisions to choose university STEM courses and their subsequent experiences of these courses. The study also has a particular focus on the motivations and experiences of young women in courses such as physics, IT and engineering given the low rates of female participation in these fields. Around 3500 students from 30 Australian universities contributed their views on the relative importance of various school and non-school influences on their decisions, as well as insights into their experiences of university STEM courses so far. It is hoped that their contributions will help improve recruitment, retention and gender equity in STEM higher education and careers

Credit Card Usage of College Students: Evidence from Louisiana State University (Research Information Sheet #107)

In recent years, there has been a dramatic growth in credit card usage among college students. How are Louisiana State University undergraduates using credit cards? Are LSU students managing credit card debt wisely? What can LSU do to offer the appropriate kinds of help to enable students to be financially literate? These are the issues addressed in this publication.https://digitalcommons.lsu.edu/agcenter_researchinfosheets/1007/thumbnail.jp