Relevant bibliographies by topics / STEM students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'STEM students'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'STEM students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "STEM students"

1

Karahan, Engin, and Ayçin Ünal. "Gifted Students Designing Eco-Friendly STEM Projects." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.11m.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Khalid, Ahmad Khudzairi, Nurul Balqis Nor’rah, Norbaiti Tukiman, and CT Munnirah Niesha Mohd Shafee. "THE ROLE OFISTEM VOLUNTEERISM TOWARDS iV-STEM MODULE THROUGH PRACTICAL SKILLS IN THE STEM SKILL INFORMATION ONLINE." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 168–79. http://dx.doi.org/10.35631/ijepc.640014.

Full text
Abstract:
In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.
APA, Harvard, Vancouver, ISO, and other styles
3

Lutsenko, Galyna Vasylivna, Oksana Mykolaivna Podolian, and Lyudmyla Mikhailivna Ozhyndovych. "Project-based STEM-courses for engineering students." Engineering and Educational Technologies 8, no. 2 (June 30, 2020): 53–68. http://dx.doi.org/10.30929/2307-9770.2020.08.02.05.

Full text
Abstract:
One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Xueli. "Why Students Choose STEM Majors." American Educational Research Journal 50, no. 5 (October 2013): 1081–121. http://dx.doi.org/10.3102/0002831213488622.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kaspersen, Eivind, Birgit Pepin, and Svein Arne Sikko. "Measuring STEM students’ mathematical identities." Educational Studies in Mathematics 95, no. 2 (December 14, 2016): 163–79. http://dx.doi.org/10.1007/s10649-016-9742-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Popa, Roxana-Alexandra, and Liliana Ciascai. "Students’ Attitude towards STEM Education." Acta Didactica Napocensia 10, no. 4 (December 30, 2017): 55–62. http://dx.doi.org/10.24193/adn.10.4.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Reffiane, F., Sudarmin, Wiyanto, and S. Saptono. "Students’ behaviour towards etno-STEM: instruments for students of etno-STEM based science education." Journal of Physics: Conference Series 1567 (June 2020): 042021. http://dx.doi.org/10.1088/1742-6596/1567/4/042021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Grimm, Tracy B., and Sharra Vostral. "Archive as Laboratory: Engaging STEM Students & STEM Collections." Engineering Studies 11, no. 2 (May 4, 2019): 135–52. http://dx.doi.org/10.1080/19378629.2019.1651731.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tofel-Grehl, Colby, and Carolyn M. Callahan. "STEM High Schools Teachers’ Belief Regarding STEM Student Giftedness." Gifted Child Quarterly 61, no. 1 (October 8, 2016): 40–51. http://dx.doi.org/10.1177/0016986216673712.

Full text
Abstract:
Teachers’ beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers’ beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers’ beliefs about student giftedness possibly affect instructional decisions. In this article, within the context of specialized STEM schools, the beliefs of teachers as related to their students’ giftedness and ability are explored. Findings indicated that teachers believe their students to be gifted regardless of designation. Teachers articulated beliefs around the type of learning opportunities gifted students need as well as the amount of work required to stimulate these students. Specifically, teachers stated that gifted students flourish under heavy workloads with intense amounts of independent and inquiry-based learning. Students were also queried to determine their own perceptions of these instructional practices on their learning and daily lives.
APA, Harvard, Vancouver, ISO, and other styles
10

Nugraha, Ikmanda, Tatang Suratno, Asep Kadarohman, Ari Widodo, and I. Gusti Darmawan. "The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model." Journal of Science Learning 3, no. 2 (March 11, 2020): 117–23. http://dx.doi.org/10.17509/jsl.v3i2.21593.

Full text
Abstract:
First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiration for the choice of education, expectations for future job, first-year experiences as a STEM student, and attitudes to gender equity in STEM. A total of 448 students, first-year students from STEM-related programs, have participated voluntarily in this study. The structural equating model assisted by computer program IBM SPSS Amos 20 was employed to analyze the hypothesized model. The results from the model showed that reason and university support have a positive direct effect on first-year students' satisfaction with STEM learning. From this study, it is suggested for the university to improve first-year student's satisfaction by helping STEM students to develop appropriate expectations of the program, facilitating teaching quality to meet STEM students' learning, and assisting students in developing positive attitudes toward their future carriers.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "STEM students"

1

Robertson, Laura, D. Lee, Alissa A. Lange, Ryan A. Nivens, and Jamie Price. "Integrated STEM Learning for Elementary Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5925.

Full text
Abstract:
We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Sloan, Tyler Jackson. "How Learning Assistants Impact Undergraduate STEM Students." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157790710654608.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Liu, Keqiao. "Asian American Students' Postsecondary STEM Education Pathways." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620268.

Full text
Abstract:

This study aims to understand Asian American students’ postsecondary STEM education pathways. It examined Asian American students as a whole and as geographical and generational subgroups. It studied postsecondary STEM education as a whole and as five different fields. It examined STEM pathways through six research topics. And, it explored factors that related to Asian American students’ STEM education pathways. This study contributes to the current research body by focusing on an important matter that needs more exploration, by offering justifiable definitions and classifications of Asian Americans and STEM education, and by suggesting related factors of STEM education.

An US national representative and longitudinal data set, Education Longitudinal Study of 2002 (ELS: 2002), was utilized in this study to explore the intended research topics. SPSS, R, and AM were used for the analyses. Missing data imputation was applied. When analyzing the data, the nested structure of ELS: 2002 was considered. And, both descriptive and inferential analyses were carried out. The descriptive analyses were used both as a preparation for inferential analyses and as ways to answer the research questions. The inferential analyses were realized through stepwise logistic regressions. With three regressions for Asian Americans as a whole and three regressions for Asian Americans as subgroups, six stepwise regressions were conducted for the research topics of postsecondary enrollment, STEM choice as a whole, and STEM completion as whole. Due to the limitation of the analytic sample sizes, the research topics of STEM as an individual major choice, STEM individual major completion, and STEM individual major persistence were not examined by using regressions.

This study found that Asian American students were generally more likely to receive postsecondary education and major in STEM fields than White students. Among the five STEM fields, Asian American and White students both favored the fields of biological/agricultural sciences and engineering/engineering technologies. Both Asian American and White students were likely to obtain STEM degrees and persist in the same STEM fields they originally chose. More importantly, examination of the within-Asian American differences indicated that basically no difference was found among Asian American subgroups at certain stages of STEM education: receiving postsecondary education, choosing a STEM major, obtaining a STEM degree, and persisting in the same STEM fields. Nevertheless, Asian American subgroup disparities were found in choosing and obtaining a degree in different STEM fields. On the other hand, different stages of Asian American students’ postsecondary STEM education pathways did not involve the same related factors. Moreover, the same factors did not exhibit the same relative status at different pathway stages. The results imply the importance for future research to examine the within- Asian American and STEM education differences. Also, they have implications for ways to increase postsecondary enrollment, STEM major choice, and STEM degree obtainment.

APA, Harvard, Vancouver, ISO, and other styles
4

Gibson, Amanda Kate Nam. "Gender differences in the social networks of science and engineering graduate students." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31559.

Full text
Abstract:
Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
U.S. women have obtained advanced science and engineering degrees with increasing frequency, yet have not achieved promotions at rates comparable to men's. Men may advance more expeditiously than women due to more supportive professional networks, which can improve access to information and opportunities. Few studies have examined social networks in the context of advanced graduate programs, yet graduate programs are where many scientists develop important relationships helpful in advancing careers. This study addressed the extent to which graduate students' networks (primary advisors, mentors, peers, and family) are associated with academic indicators (i.e., grade-point average, academic progress, student satisfaction, and career commitment); the extent to which these network and academic variables vary by gender; the extent to which network characteristics mediate associations between gender and academic variables; and the extent to which gender match or mismatch of the student and primary advisor is associated with network characteristics and academic variables. Two hundred and thirty-nine doctoral students (58% women, 42% male; mean age 28 years; 29% non-Caucasian) from 18 science and engineering departments at a large research university completed a brief internet survey about their network relationships and academic indicators. Graduate women reported significantly less satisfaction and more negative perceptions of academic progress than did graduate men. Female students with female primary advisors were significantly less satisfied with their graduate experience than were students in other gender pairings. Male students were more likely than female students to have primary advisors who had significant funding, directed a graduate program, and directed a research center. Male students also reported greater satisfaction overall with their mentors. Female students reported larger mentor networks and more emotional support resources received from mentors and peers. Gender differences in overall student satisfaction were partially explained by male students feeling significantly more overall satisfaction with their mentors and a sense of apprenticeship with their advisors as compared to female students. These findings illuminate some important differences between male and female student networks, especially in advising and mentoring relationships, which may be contributing to dissatisfaction and the perception of less academic progress among female students.
2031-01-01
APA, Harvard, Vancouver, ISO, and other styles
5

Ezell, Deborah Mcpherson. "Effect of Chemoscan Creation on High School Students' Attitudes Toward Science." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7926.

Full text
Abstract:
Whether the activity of creating digital art influences high school students' attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences their attitudes toward science. In this study, ninth grade high school students' attitudes toward science were examined after participating in the creation of chemoscans in their science classroom. The theory of affective domain helped explain the process that leads to a person's behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students' attitudes toward science. Archival pre- and posttest data from the Test of Science Related Attitude was used to measure high school students' attitudes toward science in 7 categories. Archived student pre- and posttest data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans (a) impacted one of the seven subscales of science attitude from the Test of Science related Attitude entitled attitude toward the normality of scientists, (b) did not have an impact on the any of the other six subscales from the TOSRA and (c) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers.
APA, Harvard, Vancouver, ISO, and other styles
6

Bahrami, Fahimeh. "Identifying College Students’ Course-Taking Patterns In Stem Fields." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1048.

Full text
Abstract:
In spite of substantial investments in science, technology, engineering, and mathematics (STEM) education, low enrollment and high attrition rate among students in these fields remain an unmitigated challenge for higher education institutions. In particular, underrepresentation of women and minority students with STEM-related college degrees replicates itself in the makeup of the workforce, adding another layer to the challenge. While most studies examine the relationship between student characteristics and their outcomes, in this study, I take a new approach to understand academic pathways as a dynamic process of student curricular experiences that influence his/her decision about subsequent course-takings and major field of the study. I leverage data mining techniques to examine the processes leading to degree completion in STEM fields. Specifically, I apply Sequential Pattern Mining and Sequential Clustering to student transcript data from a four-year university to identify frequent academic major trajectories and also the most frequent course-taking patterns in STEM fields. I also investigate whether there are any significant differences between male and female students’ academic major and course-taking patterns in these fields. The findings suggest that non-STEM majoring paths are the most frequent academic pattern among students, followed by life science trajectories. Engineering and other hard science trajectories are much less frequent. The frequency of all STEM trajectories, however, declines over time as students switch to non-STEM majors. The switching rate from non-STEM to STEM fields overtime is, however, much lower. I also find that male and female students follow different academic pathways, and these gender-based differences are even more significant within STEM fields. Students’ course-taking patterns also suggest that taking engineering and computer science courses is predominantly a male course-taking behavior, while females are more likely to pursue academic pathways in life science. I also find that STEM introductory courses - particularly Calculus I, Calculus II and Chemistry I – are gateway courses, that serve as potential barriers to pursuing degrees in STEM-related fields for a large number of students who showed an initial interest in STEM courses. Female students were more likely to switch to non-STEM fields after taking these courses, while male students were more likely to drop out of college overall. In addition to the study’s findings on students’ academic pathways toward attaining a college degree in a STEM-related field, this study also shows how data mining techniques that leverage data about the sequence of courses students take can be used by higher education leaders and researchers to better understand students’ academic progress and explore how students navigate and interact with college curriculum. In particular, this study demonstrates how these analytic approaches might be used to design and structure more effective course taking pathways and develop interventions to improve student retention in STEM fields.
APA, Harvard, Vancouver, ISO, and other styles
7

Lane, Morgan. "HIGH SCHOOL ENGINEERING STUDENTS’ IDENTITIES AND INTEREST IN STEM." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/13.

Full text
Abstract:
With a national push toward improving STEM education, it is imperative for researchers to study what makes students want to pursue STEM education and STEM careers. To learn about this in the context of one high school’s engineering program, this study used student interviews to gain insight into how student identities influence their interest and experiences in STEM. Five components of student identities were revealed to be influential on a student’s interest in STEM: (1) an early interest/skill in STEM, (2) familial involvement in STEM, (3) self-motivation, (4) gender, and (5) socioeconomic status.Race/ethnicity, peer influence, and teacher influence did not seem to be as influential as anticipated for the participants in this study. The implications from this study can be used to inform STEM education instruction, specifically within engineering programs, in an effort to intentionally improve student experiences with and interest in STEM.
APA, Harvard, Vancouver, ISO, and other styles
8

Nzima, Ntombeziningi. "The work and family role orientations of STEM students." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25416.

Full text
Abstract:
Students in the future can expect to partake in two life roles as adults: a work role and family role. This study investigated the life role salience of students studying science, technology, engineering and mathematics (N = 191) and examined the extent to which their gender role ideology and perceived parental work-family conflict are predictors of life role salience. Regression analysis showed that students with traditional gender role ideologies had greater family role salience and students with egalitarian gender role ideologies had greater work role salience. Further analysis showed that students' family role salience was predicted by the work-family conflict of their same-sex parent. The implications of the findings and suggestions for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Sampson, Kristin Morgan. "African-American Female Students and STEM| Principals' Leadership Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743506.

Full text
Abstract:

As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program.

The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals.

A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals’ means of communication.

I found that principals supported African-American female students by engaging the community, and exhibiting leadership practices that align with the school culture. The results of this research bring voice to principals who lead schools with thriving STEM programs with majority African American female students. Leaders that exhibit transformative leadership practices by acknowledging race, and recognizing obstacles students of color face, support negating color-blinding ideologies that could impede the progress of all students.

APA, Harvard, Vancouver, ISO, and other styles
10

Moyer, Jonathan Christian Rabe. "A Comparative Study of How High School Students Understand Stem Cells." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/MoyerJCR2007.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "STEM students"

1

Gentile, James, Kerry Brenner, and Amy Stephens, eds. Undergraduate Research Experiences for STEM Students. Washington, D.C.: National Academies Press, 2017. http://dx.doi.org/10.17226/24622.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Connecting students to STEM careers: Social networking strategies. Eugene, Or: International Society for Technology in Education, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leonard, Jacqueline, Jakita O. Thomas, Roni Ellington, Monica B. Mitchell, and Olatokunbo S. Fashola. Fostering Computational Thinking among Underrepresented Students in STEM. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024552.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Participation, Louis Stokes Alliances for Minority. Underrepresented minorities: A rich pool of STEM talent. Birmingham, Alabama: The University of Alabama at Birmingham Printing Services, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Museus, Samuel D. Racial and ethnic minority students' success in STEM education. San Francisco, Calif: Jossey-Bass Inc., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

The stem cell epistles: Letters to my students about bioethics, embryos, stem cells, and fertility treatments. Eugene, Oregon: Cascade Books, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Palmer, Robert T., and J. Luke Wood. STEM models of success: Programs, policies, and practices in the community college. Charlotte, NC: IAP, Information Age Publishing, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kishbaugh, Tara L. S., and Stephen G. Cessna, eds. Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Improving urban schools: Equity and access in K-12 STEM education for all students. Charlotte, NC: IAP, Information Age Publishing, Inc., 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

"STEM" the tide: Should America try to prevent an exodus of foreign graduates of U.S. universities with advanced science degrees? : hearing before the Subcommittee on Immigration Policy and Enforcement of the Committee on the Judiciary, House of Representatives, One Hundred Twelfth Congress, first session, October 6, 2011. Washington: U.S. G.P.O., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "STEM students"

1

Chang, Shu-Hsuan, Li-Chih Yu, Jing-Chuan Lee, and Chih-Lien Wang. "Enhancing STEAM Education Through Cultivating Students’ Savoring Capacity." In Converting STEM into STEAM Programs, 101–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25101-7_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Herro, Danielle, and Cassie Quigley. "Investigating the Complexity of Developing STEAM Curricula for K-8 Students." In Converting STEM into STEAM Programs, 39–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25101-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harper, Raquel P., Timothy J. Weston, and Elaine Seymour. "Students’ Perceptions of Good STEM Teaching." In Talking about Leaving Revisited, 245–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25304-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Carew, Jeffrey J., and Brandon M. Fetterly. "Supporting STEM Students through Attachment Theory." In Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions, 17–28. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1301.ch002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kudenko, Irina, Cristina Simarro, and Roser Pintó. "Fostering European Students’ STEM Vocational Choices." In Cognitive and Affective Aspects in Science Education Research, 323–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yilmaz, Burak, Eugene Kenedy, and Tevfik Eski. "Stem Students on the Stage: Outreach." In A Practice-based Model of STEM Teaching, 149–57. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-019-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Venegas, Kristan M., and Araceli Espinoza-Wade. "Latinas in STEM." In An Asset-Based Approach to Advancing Latina Students in STEM, 11–24. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Steffensen, Lisa. "Climate Change and Students’ Critical Competencies: A Norwegian Study." In Advances in STEM Education, 271–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52229-2_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Madkins, Tia, and Na’ilah Nasir. "Building on Students’ Cultural Practices in STEM." In Language and Cultural Practices in Communities and Schools, 59–75. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429486708-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lawless, Kimberly A., Scott W. Brown, and Mark A. Boyer. "Educating Students for STEM Literacy: GlobalEd 2." In Technology, Theory, and Practice in Interdisciplinary STEM Programs, 53–82. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56739-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "STEM students"

1

Sommers, Grace. "Students helping students: The benefits of peer tutoring in mathematics." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119935.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chipperfield, Somer, Sadan Kulturel-Konak, and Abdullah Konak. "Assessing students' global awareness." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119912.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vance, Kara, Sadan Kulturel-Konak, and Abdullah Konak. "STEM students' global awareness knowledge assessment." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457528.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schwartz, Jeffrey L. "Preparing high school students for college while training engineering students in “soft skills”." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, Robert M. "Accelerated software development experiences for high school students." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229631.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Makhmasi, S., R. Zaki, H. Barada, and Y. Al-Hammadi. "Students' interest in STEM education." In 2012 IEEE Global Engineering Education Conference (EDUCON 2012). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kazula, Stefan, Beatrice Monique Rich, Klaus Hoschler, and Ralf Woll. "Interest High School Students in STEM Studies, while Preparing STEM Students for Leading Positions." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Steinmeyer, Joseph D. "Online EECS curriculum for high school students." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119950.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lam, T. "Mentoring high school students: Lessons learned." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nersesian, Eric, Jessica Ross-Nersesian, Adam Spryszynski, and Michael J. Lee. "Virtual Collaboration Training for Freshman Undergraduate STEM Students." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9280597.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "STEM students"

1

Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

Full text
Abstract:
In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
APA, Harvard, Vancouver, ISO, and other styles
2

Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

Full text
Abstract:
This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
APA, Harvard, Vancouver, ISO, and other styles
3

Akdemir, Zeynep Gonca, Muhsin Menekse, Saira Anwar, and Siddika Selcen Guzey. How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge? Purdue University, March 2021. http://dx.doi.org/10.5703/1288284317294.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bridges, Jon. Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roach, Michael, Henry Sauermann, and John Skrentny. Are Foreign Stem PhDs More Entrepreneurial? Entrepreneurial Characteristics, Preferences and Employment Outcomes of Native and Foreign Science & Engineering PhD Students. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26225.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bustelo, Monserrat, Suzanne Duryea, Claudia Piras, Breno Sampaio, Giuseppe Trevisan, and Mariana Viollaz. The Gender Pay Gap in Brazil: It Starts with College Students' Choice of Major. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0003011.

Full text
Abstract:
We herein discuss how college major choice affects gender wage gaps by highlighting the role that STEM majors play in explaining the gender wage gap in a developing country. We focus on a Latin American country where a systematic analysis of the interaction between students choice of college major and the gender wage gap is currently lacking. We take advantage of a very unique dataset of college students from the Universidade Federal de Pernambuco (UFPE), Brazil, to decompose the raw gender gap in hourly wages into one component that can be explained by differences in endowments between men and women as well as a second or residual component that reflects gender differences in the prices of market skills. We implement the commonly applied decomposition approach at the wage distributions mean and a decomposition procedure that considers variations across the wage distribution. Our results reveal that the majors that women and men select explain 50% of the gender wage gap at the mean, and STEM majors contribute to 30% of this difference. When examining different percentiles of the wage distribution, we find that the selection of a major is more important at the middle of the distribution than at the bottom or top.
APA, Harvard, Vancouver, ISO, and other styles
7

Tucker Blackmon, Angelicque. Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success. Innovative Learning Center, LLC, August 2020. http://dx.doi.org/10.52012/mlfk2041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Apple, Lauri M., Kathleen R. Smith, Zola K. Moon, and Glenda Revelle. Creating E-Textile Activities in a Textile Design Course to Engage Female Middle School Students in STEM Learning: An Undergraduate Design Experience. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Robert L. Shepard, PhD. Science and Engineering Alliance, Inc. (SEA) Activities to Increase Participation of Students from Underrepresented Groups in Science, Technology, Engineering and Mathematics (STEM) Programs. Office of Scientific and Technical Information (OSTI), April 2012. http://dx.doi.org/10.2172/1068695.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lindwall, Jennifer. The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'STEM students' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography