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Contexts in source publication
Context 1
... situate Fellows' identity in relation to their views of STEM and perceived competencies as a future STEM professional. Collectively, these shared outcomes deepen our understanding of diverse, interdependent communities and the learners within them (Table 2). ...Context 2
... diverse collection of undergraduate students participated in the CSC program during Year 1 (Table 2). This includes STEM majors with prior degrees in the arts, a U.S. Navy veteran, a retired firefighter, and a majority (8 out of 13) of women representing a range of ethnicities. ...Similar publications
Background
Research and policy often focus on reducing attrition from educational trajectories leading to careers in science, technology, engineering, and mathematics (STEM), but many students change career plans within STEM. This study examined how changing career plans within STEM fields was associated with psychological indicators of career read...
Citations
... This project equips teachers in grades 5-8 with the skills needed to identify and nurture STEM talent, which is crucial for middle leaders who aim to cultivate a robust STEM culture within their schools. Similarly, Ferrara et al. [17] discuss the benefits of engaging undergraduate STEM majors in outreach activities, which can serve as a model for middle leaders to implement extracurricular STEM clubs in schools. These initiatives help to enhance students' interest and engagement in STEM subjects, providing them with practical experiences that complement their academic learning. ...
This systematic literature review investigates the development of an integrated science, technology, engineering, and mathematics (STEM) leadership model tailored for middle leaders in Malaysian schools. The introduction highlights the global emphasis on STEM education to foster innovation and economic growth, while acknowledging Malaysia’s commitment to enhancing STEM capabilities within its educational system. The problem statement identifies a gap in effective STEM leadership among middle leaders, which is critical for implementing STEM initiatives and improving student outcomes. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science (WoS), focusing on studies published between 2021 and 2024. The flow of study is based on PRISMA framework. The database found (n=34) final primary data was analyzed. The finding was divided into three themes which are i) STEM education policy and implementation; ii) leadership in STEM educational; iii) professional development in STEM education. The conclusion emphasizes the need for a specialized leadership model that incorporates instructional leadership principles, fosters professional development, and supports collaborative practices among middle leaders. This integrated model aims to address the unique challenges faced by middle leaders in Malaysian schools, ultimately enhancing STEM education and contributing to Malaysia’s educational and economic aspirations.
... Although integrated science, technology, engineering, and mathematics (STEM) instruction has been cited as a viable instructional approach to increasing the number of students interested and prepared to enter the STEM workforce, teacher content knowledge can be a limiting factor to effective implementation (Ejiwale, 2013). To address this limitation, college STEM majors can use their content expertise to support the development and implementation of integrated STEM experiences for K-12 students (Ferrara et al., 2018). This research brief reports on a university-high school partnership where undergraduate students in a university forensic science club created and implemented integrated STEM lessons in a local high school classroom. ...
... University-driven outreach to preschool through 12 th grade students is one way to encourage this next generation. Outreach programs exist from single day events [1] to week long summer camps, to more continuous STEM clubs [2]. Many outreach programs are designed specifically to generate excitement about science, engineering, and technology careers [3], [4]; others desire to promote specific scientific literacy [5], [6]. ...
... Situated learning involves immersing learners in environments that provide opportunities to form new knowledge though the combination of past experience and present observation [48]. Ferrara and colleagues [2] utilized undergraduate STEM majors to organize middle and high school inschool and after-school clubs and teams. In addition to situated learning, this study also used communities of practice and sociocultural theories to provide authentic learning opportunities for both the undergraduate and K-12 students. ...
... Subsequently, the uneven application could increase or decrease the overall reputation of the HEI. This proposed framework is based on the results of the best practices identified in the research as well as the pragmatic perspective that is needed by STEM students to make the leap from theoretical example to concept or application (Gasiewski et al., 2012;Ibrahim et al., 2017;Ferrara et al., 2018). By beginning at an institutional level through mission and vision statements that directly address sustainability, educators can embed sustainability into their programs and courses. ...
Higher education Science, Technology, Engineering, and Mathematics (STEM) programs currently offer the theoretical knowledge and industry-related competences that seek to prepare STEM graduates to be leaders to meet 21st century demands. In this research, the authors examined the top 20 STEM Higher Education Institutions (HEIs) in the United States with a goal of establishing any obvious nexus between school reputation, sustainability approaches, and community inclusion. The underlying premise rested in the assumption that schools with the highest STEM program reputation are also the leaders in sustainability initiatives and projects in the respective academic and geographical communities. The findings revealed that on-campus efforts mainly focused on environmental actions, while community engagement projects emphasized the social or economic principles of sustainability. Consequently, the lack of synthesis of projects or initiatives that linked all three tenets of sustainability was the identified gap between what students are learning theoretically in the classroom and the subsequent application in the real world. By making these critical connections, STEM HEIs will produce change agents with a more intrinsic perspective on sustainability rather than one that is gained in a piecemeal manner after they enter their respective professions. By utilizing the tenets of the transformative learning theory, the results from this exploratory study will be employed to create a future model for not only teaching sustainability in STEM programs but, by coupling theory with actions, the results will foster engagement that ensures sustainable development is not an objective but an ingrained mindset that is practiced in daily actions.
... The Community STEM Clubs (CSC) Program is a K-12 outreach program in which undergraduate STEM students, designated CSC fellows, develop and facilitate inschool or afterschool STEM clubs or teams at a local middle or high school (Ferrara et al., 2018). Fellows work in interdisciplinary teams of two to three undergraduates and receive support from faculty mentors and the lead teachers in their host schools. ...
... For example, STEM outreach programs with K-12 schools exists at smaller scales, and the STEM Communication course has been offered to students outside the scope of the NSF grant. We have a prior publication (Ferrara et al., 2018) that describes the impact of SSOPs on UMTs experiences, but it did not specifically explore areas of overlap and synthesis between science identity and metacognitive development. The UMTs in both LA and CSC SSOPs meet regularly with presiding faculty to reflect on and discuss the challenges and successes they encounter in their UMT roles. ...
... UMTs were part of either the learning assistant program or the Community STEM Clubs program. Both SSOPs are part of National Science Foundation funded studies that examine the impacts of different STEM SSOPs on undergraduate students' content knowledge, metacognition, problem solving, communication, and pedagogical skills (Ferrara et al., 2018;Talbot et al., 2015). These two programs were not intentionally designed together. ...
Background
A growing part of the efforts to promote student engagement and success in undergraduate STEM are the family of Student Support and Outreach Programs (SSOPs), which task undergraduate students with providing support and mentoring to their peers and near-peers. Research has shown that these programs can provide a variety of benefits for the programs’ recipients, including increased academic achievement, satisfaction, retention, and entry into STEM careers. This paper extends this line of inquiry to investigate how participation in these programs impacts the undergraduate STEM students that provide the mentoring (defined here as undergraduate mentor-teachers or UMTs). We use activity theory to explore the nature of metacognition and identity development in UMTs engaged in two programs at a public urban-serving university in the western USA: a STEM Learning Assistant program and a program to organize middle and high school STEM clubs. Constructs of metacognition and identity development are seen as critical outcomes of experiential STEM inreach and outreach programs.
Results
Written reflections were collected throughout implementation of two experiential STEM inreach and outreach programs. A thematic analysis of the reflections revealed UMTs using metacognitive strategies including content reflection and reinforcement and goal setting for themselves and the students they were supporting. Participants also showed metacognitive awareness of the barriers and challenges related to their role in the program. In addition to these metacognitive processes, the UMTs developed their science identities by attaching different meanings to their role as a mentor in their respective programs and setting performance expectations for their roles. Performance expectations were contingent on pedagogical skills and the amount and type of content knowledge needed to effectively address student needs. The ability to meet students’ needs served to validate and verify UMTs’ role in the program, and ultimately their own science identities.
Conclusion
Findings from this study suggest that metacognitive and identity developments are outcomes shaped not only by undergraduate students’ experiences, but also by their perceptions of what it means to learn and teach STEM. Experiential STEM inreach and outreach programs with structured opportunities for guided and open reflections can contribute to building participants’ metacognition and enhancing their science identities.
This study aims to determine the level at which teachers implement STEM club activities in schools by taking into account the variables of gender and seniority in terms of the dimensions of teachers, students, and planning and implementation. The study uses the cross-sectional survey model design and explanatory correlation model. The study has chosen the purposive sampling design. The sample of the research consists of 139 teachers and carried out STEM club activities in the 2019-2020 academic year. The STEM Club Evaluation Scale was used as the data collection tool. As a result of the analysis, each dimension in the scale was found to statistically significantly predict the level at which teachers implement STEM club activities. In this context, the dimensions of teachers and students explain a high level of the variance in teachers’ STEM club activities implementation level, while the dimension of planning and implementation explains this at a moderate level. The study has concluded teachers’ STEM club activities implementation level to not differ according to gender in terms of the dimensions of teachers and of planning and implementation, while this level does differ in favor of females in terms of the dimension of students.
Penelitian ini menggunakan metode kepustakaan (Library research), mengumpulkan teori dan pendapat berkaitan dengan motivasi berwirausaha kepada kaum milenial melalui model penyuluhan berbasis enterreneurship kemudian dilakukan diskursus dari masing-masing ahli untuk mengetahui betapa pentingnya penyuluhan berbasis enterpreneurship bagi generasi muda, kalangan milineal. Dari berbagai analisis teori dan pendapat yang dilakukan penelitian ini menemukan bahwa penyuluhan entrepreneurship perlu dikembangkan pada generasi muda, kaum mileneal merupakan uyapa yang dilakukan untuk menanamkan konsep kewirausahaan sekaligus mempraktikkannya kepada generasi muda kaum milineal.
Resumo A abordagem da comunicação científica (CC) no ensino superior na área de ciências naturais tem favorecido o desenvolvimento de habilidades desejáveis na formação de estudantes, tais como escrita concisa, diferenciação de informações científicas de pseudocientíficas e formação de um profissional capaz de comunicar à sociedade sobre a relevância de seu trabalho. No intuito de contribuir para o desenvolvimento de tais habilidades essenciais, foi realizada uma busca sistemática no periódico internacional Journal of College Science Teaching empregando as palavras Science popularization, Science communication e Science journalism no campo de busca da plataforma do site. Como resultado, foram identificados 30 artigos sobre a temática publicados no período de 1998-2018, os quais relatam diferentes estratégias de abordagem da CC em salas de aula envolvendo práticas de leitura, análise de literatura, apresentações orais e de pôster, peer-review, estudo de caso, PBL, produção textual e planejamento de atividades didáticas. Palavras-chave: revisão bibliográfica, química, comunicação científica. Introdução As implicações da ciência na história da humanidade têm contribuído significativamente para o modus operandi dos seres vivos nas mais diversas esferas da sociedade. Ao nosso redor, encontram-se diversos marcos que mudaram o cotidiano de toda uma população, desde a invenção da roda até o desenvolvimento da tecnologia espacial. No entanto, apesar de nos encontrarmos na Era Digital, na qual a informação está cada vez mais disponível frente aos avanços da Internet, a conscientização do público amplo sobre toda essa produção científica ainda é mínima e precisa ser ampliada (RENSBERGER, 2009). Segundo Treise e Weigold (2002), comunicar a ciência que está sendo produzida implica também no desenvolvimento do ser humano que o faz. Isto é, a comunicação científica (CC) não se restringe somente ao cidadão consciente seu papel na sociedade, mas também culmina na construção de um ser mais analítico e capaz de diferenciar informações científicas fundamentadas de pseudocientíficas. Nesse sentido, é válido pensar em como a CC pode influenciar diretamente o percurso formativo de estudantes do ensino superior na área de ciências naturais. O exercício de se comunicar o conhecimento científico está diretamente relacionado com a formação de um ser intelectualmente consciente sobre o conteúdo ao qual tem acesso e capaz de dialogar com a sociedade sobre a relevância do trabalho que produz (TREISE; WEIGOLD, 2002).
