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1. Embodiment and Women in STEM: A Proposal

   https://doi.org/10.5465/AMBPP.2021.16478abstract  

   Sotirin, Patty; Goltz, Sonia M. (August 2021, Academy of Management Proceedings)

   null (Ed.)
2. Trends and Issues in STEM + C Research: A Bibliometric Perspective [Trends and Issues in STEM + C Research: A Bibliometric Perspective]

   https://doi.org/10.5220/0010998800003182  

   Du, Hanxiang; Xing, Wanli; Pei, Bo; Zeng, Yifang; Lu, Jie; Zhang, Yuanlin (January 2022, Proceedings of the 14th International Conference on Computer Supported Education - Volume 1, CSEDU 2022)
3. Improving STEM education: The design and development of a K-12 STEM observation protocol (STEM-OP).

   Dare, E.A.; Hiwatig, B.; Karatithamkul, K.; Ellis, J.A.; Roehrig, G.H.; Ring-Whalen, E.A.; Rouleau, M.D.; Faruqi, F.; Rice, C.; Titu, P.; et al (January 2021, ASEE Annual Conference proceedings)

   null (Ed.)

   Integrated approaches to teaching science, technology, engineering, and mathematics (commonly referred to as STEM education) in K-12 classrooms have resulted in a growing number of teachers incorporating engineering in their science classrooms. Such changes are a result of shifts in science standards to include engineering as evidenced by the Next Generation Science Standards. To date, 20 states and the District of Columbia have adopted the NGSS and another 24 have adopted standards based on the Framework for K-12 Science Education. Despite the increased presence of engineering and integrated STEM education in K-12 education, there are several concerns to consider. One concern is the limited availability of observation instruments appropriate for instruction where multiple STEM disciplines are present and integrated with one another. Addressing this concern requires the development of a new observation instrument, designed with integrated STEM instruction in mind. An instrument such as this has implications for both research and practice. For example, research using this instrument could help educators compare integrated STEM instruction across grade bands. Additionally, this tool could be useful in the preparation of pre-service teachers and professional development of in-service teachers new to integrated STEM education and formative learning through professional learning communities or classroom coaching. The work presented here describes in detail the development of an integrated STEM observation instrument that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the instrument began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education. As part of the instrument development process, the project team had access to over 2000 classroom videos where integrated STEM education took place. Initial analysis of a selection of these videos helped the project team write a preliminary draft instrument consisting of 52 items. Through several rounds of revisions, including the construction of detailed scoring levels of the items and collapsing of items that significantly overlapped, and piloting of the instrument for usability, items were added, edited, and/or removed for various reasons. These reasons included issues concerning the intricacy of the observed phenomenon or the item not being specific to integrated STEM education (e.g., questioning). In its final form, the instrument consists of 10 items, each comprising four descriptive levels. Each item is also accompanied by a set of user guidelines, which have been refined by the project team as a result of piloting the instrument and reviewed by external experts in the field. The instrument has shown to be reliable with the project team and further validation is underway. This instrument will be of use to a wide variety of educators and educational researchers looking to understand the implementation of integrated STEM education in K-12 science and engineering classrooms. 

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4. Elementary school student development of STEM attitudes and perceived learning in a STEM integrated robotics curriculum.

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5. The Endeavour S-STEM Program: A Multi-College Collaboration to Increase Engagement and Retention in STEM

   de la Rosa-Pohl, Diana; Horn, Catherine (July 2021, 2021 ASEE Virtual Annual Conference)

   Background & Program Description: The link between student engagement and retention is well-established in the education literature. As a result, many colleges have developed first-year experience programs to engage students in early technical work and to promote community-building. However, many of these student success programs require participation in extracurricular activities, which require time outside of class. Yet time for extracurricular activities is a luxury that many students of low socioeconomic status (SES) cannot afford due to family or work obligations. The Scholarships in STEM (S-STEM) program, funded by the National Science Foundation, provides crucial financial support to high-achieving low-SES STEM students. The S-STEM scholarships give students the option to work less or not at all. The intended result is that students regain the time afforded to their more privileged peers, thereby also giving them the opportunity to more effectively engage with their institution, studies, and peers. The Endeavour Program is a two-year program that incorporates the S-STEM financial support into a multi-faceted and multi-college program in STEM designed to increase the level of student engagement in school. The scholars, who are recruited from three colleges, take classes together, work on hands-on team projects, attend professional and personal development events, participate in outreach events, and conduct research with faculty mentors. Over the course of the two-year program, four dimensions of student engagement (academic, behavioral, cognitive, and affective) are tracked to determine the appropriateness of using these engagement levels as predictors of success. Results: Two cohorts of 20 students were recruited in the fall of 2017 and in the fall of 2018. The first cohort completed the two-year program in the spring of 2020, and the second cohort began the second year of the program in the fall of 2020. No third cohort was recruited in 2020 due the Covid19 pandemic. The third and fourth cohorts will now enter the program in the fall of 2021 and the fall of 2022 respectively. Overall, the results of the Endeavour Program have been positive. The final retention outcome for the first cohort (the only cohort to complete the program thus far) was 85% (17/20). Retention for the second cohort is currently at 100% (20/20). Initial results show that the S-STEM scholars are performing academically as well as their peers who do not share the same risk factors. In addition, the number of completed hours is also on par with their peers. However, the most significant gains were observed in the qualitative data. Students expressed fears and anxieties about the high school to college transition and reported that the guidance provided and the community formed through the Endeavour Program alleviated many of those negative emotions. The full paper shows student engagement data obtained over time for the first and second cohorts as well as lessons learned and directions for future work. Also, examples of advising charts created in an engagement data dashboard show how the quantitative engagement data has been compiled and organized to show early warning signs for current and future cohorts. 

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