Math Machines: Using Actuators in Physics Classes

ERIC Educational Resources Information Center

Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

2018-01-01

Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators--motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical…

Early Experiences and Integration in the Persistence of First-Generation College Students in STEM and Non-STEM Majors

ERIC Educational Resources Information Center

Dika, Sandra L.; D'Amico, Mark M.

2016-01-01

Representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States. Although there have been some strides toward more diverse representation, significant problems of underrepresentation remain in particular STEM fields: physical sciences, engineering, math, and computer…

Biomedical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

Engineering, Biomedical Engineering(414) 229-6614wjchang@uwm.eduEng & Math Sciences 1113 profile photo Malkoc, Ph.D.Visiting Assistant ProfessorBiomedical Engineering414-229-6919malkoc@uwm.eduEng & Math Engineering / Electrical Engineering(414) 229-3327misra@uwm.eduEng & Math Sciences E-314 profile photo

Closing the Engineering Gender Gap: Viewers like You

ERIC Educational Resources Information Center

Sullivan, Brigid

2007-01-01

A study published in the "Journal of Women and Minorities in Science and Engineering" found that girls are completing high school science and math courses at the same rate as boys: 94 percent of girls took biology (compared with 91 percent of boys), 64 percent took chemistry (57 percent for boys) and 26 percent studied physics (32 percent of…

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

NASA Astrophysics Data System (ADS)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

Women in physics: A comparison to science, technology, engineering, and math education over four decades

NASA Astrophysics Data System (ADS)

Sax, Linda J.; Lehman, Kathleen J.; Barthelemy, Ramón S.; Lim, Gloria

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] The dearth of women in science, technology, engineering, and math (STEM) fields has been lamented by scholars, administrators, policymakers, and the general public for decades, and the STEM gender gap is particularly pronounced in physics. While previous research has demonstrated that this gap is largely attributable to a lack of women pursuing physics in college, prior research reveals little in terms of the characteristics and career interests of women who do plan to major in physics or how these traits have evolved over time. To address these gaps, this study utilized nationwide data on first-time, full-time college students to (1) document national trends in plans to major in physics among women entering college, (2) document the career aspirations of women who intend to major in physics, and (3) explore the characteristics of women who intend to major in physics and how this population has evolved across time. This study found that women's interest in physics has been consistently very low in the past four decades. The most popular career aspiration among women who plan to major in physics is research scientist, although this career aspiration is declining in popularity, while increasing numbers of women say that they are undecided in their career choice. Further, this study identifies a distinctive profile of the average female physics student as compared to women in other STEM fields and women across all majors. Women who plan to pursue a physics major tend to be confident in their math abilities, value college as an opportunity to learn, plan to attend graduate school, and desire to make theoretical contributions to science. However, they are less likely than women in other fields to have a social activist orientation. These findings have important implications for scholars, educators, administrators, and policymakers as they seek to recruit more women into the physics field.

Egg Bungee Jump!: A Pre-Engineering Activity Based on Calculation, Risk, Failure, Success--and Serendipity!

ERIC Educational Resources Information Center

Fitzgerald, Mike; Brand, Lance

2011-01-01

The separation of content between science, math, engineering, and technology education should not exist. Working with the relationship between these content areas enhances students' efforts to learn about the physical world--and the Bungee Jump offers one great way to go about it. This article describes an activity called the Egg Bungee Jump which…

Beneath the Numbers: A Review of Gender Disparities in Undergraduate Education across Science, Technology, Engineering, and Math Disciplines

ERIC Educational Resources Information Center

Eddy, Sarah L.; Brownell, Sara E.

2016-01-01

This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college…

Atlas Career Path Guidebook: Patterns and Common Practices in Systems Engineers’ Development

DTIC Science & Technology

2018-01-16

Overview of Atlas Proficiency Model .............................................................................. 68 5.1.2. Math /Science/General... Math /Science/General Engineering ................................ 72 Figure 42. Distribution for individuals with highest proficiency self...assessment in Math /Science/General Engineering ..................................................................................... 73 Figure 43

Mathematics/Arithmetic Knowledge-Based Way of Thinking and Its Maintenance Needed for Engineers

NASA Astrophysics Data System (ADS)

Harada, Shoji

Examining curriculum among universities revealed that no significant difference in math class or related subjects can be seen. However, amount and depth of those studies, in general, differed depending on content of curriculum and the level of achievement at entrance to individual university. Universalization of higher education shows that students have many problems in learning higher level of traditional math and that the memory of math they learned quickly fades away after passing in exam. It means that further development of higher math knowledgebased engineer after graduation from universities. Under these circumstances, the present author, as one of fun of math, propose how to maintain way of thinking generated by math knowledge. What necessary for engineer is to pay attention to common books, dealing with elementary mathematics or arithmetic- related matters. This surely leads engineer to nourish math/arithmetic knowledge-based way of thinking.

Mechanical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

ProfessorMechanical Engineering(414) 229-6949avdeev@uwm.eduEng & Math Sciences 975 profile photo Robert Balmer, Sc . D.Professor EmeritusMechanical Engineering(414) 229-3374balmer@uwm.eduEng & Math Sciences E260 profile -6614wjchang@uwm.eduEng & Math Sciences 1113 profile photo Junhong Chen Ph.D.UWM Distinguished

Materials Science & Engineering | Classification | College of Engineering &

Science.gov Websites

ChairMaterials Science and Engineering(414) 229-2668nidal@uwm.eduEng & Math Sciences E351 profile photo (414) 229-2615jhchen@uwm.eduEng & Math Sciences 1225 profile photo Benjamin Church, Ph.D.Associate ProfessorMaterials Science & Engineering(414) 229-2825church@uwm.eduEng & Math Sciences EMS 1175 profile

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S> ; KramerWhite, Julie A.; KramerWhite, Julie A.; Labbe, Steve G.; Rotter, Hank A.

2007-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments. In addition, the tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

ERIC Educational Resources Information Center

Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics

ERIC Educational Resources Information Center

Lewis, Karyn L.; Stout, Jane G.; Pollack, Steven J.; Finkelstein, Noah D.; Ito, Tiffany A.

2016-01-01

A number of cultural, social, environmental, and biological factors have been suggested to explain women's relatively lower representation in physics and other science, technology, engineering, and math (STEM) fields. Given its persistence, the causes of gender disparities are likely to be complex and multiply determined. In this review paper, we…

Atlas 1.1 Implementation Guide: Moving from Theory into Practice

DTIC Science & Technology

2018-01-16

Math /Science/General Engienering...six proficiency areas based on the Helix interview data, as shown in Figure 6 below. Figure 6. Proficiency Areas for Systems Engineers 1. Math ...the problem domain and solution Math / Science / General Engineering System’s Domain & Opera:onal Context Systems Engineering

Electrical Engineering | Classification | College of Engineering & Applied

Science.gov Websites

) 229-6916bsra@uwm.eduEng & Math Sciences 995 profile photo Robert Cuzner, Ph.D.Assistant ChairDepartment Chair of Electrical Engineering(414) 229-3885george@uwm.eduEng & Math Sciences 1245 profile photo Hossein Hosseini, Ph.D.ProfessorComputer Science(414) 229-5184hosseini@uwm.eduEng & Math

Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; Steingut, Rebecca

2016-01-01

Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies…

Mission Engineering Competencies Technical Report

DTIC Science & Technology

2018-04-30

generate a mission capability. Note that foundational skills – e.g. math , natural or social sciences, general engineering skills - are not listed in...basic understanding of math , sciences, and the fundamentals of engineering are assumed, the foundational building block for mission...April 30, 2018 69 The Helix model focuses on 6 proficiency areas (Hutchison et al. 2018): 1. Math /Science/General

Strategic Goals Implementation Plan V2.0

DTIC Science & Technology

2008-01-01

newest ATARS ground station. (Sep 08) (DDR&E) 3.1.6 Take proactive steps to transition technology programs. DUSD(AS&C) • Proactive steps taken to...increases emphasis on math as gateway to physical science and engineering. • Expanded footprint of S&E education in Middle School. 3.3.4 Support

Energy and technology review

DOE Office of Scientific and Technical Information (OSTI.GOV)

Quirk, W.J.; Canada, J.; de Vore, L.

1994-04-01

This issue highlights the Lawrence Livermore National Laboratory`s 1993 accomplishments in our mission areas and core programs: economic competitiveness, national security, energy, the environment, lasers, biology and biotechnology, engineering, physics, chemistry, materials science, computers and computing, and science and math education. Secondary topics include: nonproliferation, arms control, international security, environmental remediation, and waste management.

The persistence of Black males in the STEM fields at Texas State University

NASA Astrophysics Data System (ADS)

Day, Beverly Woodson

For the past five years, enrollment in the College of Science and Engineering by first-time undergraduate students has steadily increased. However, retaining the students through their first-year and their persistence to their second year of college and beyond has been problematic. The purpose of this study is to add to the knowledge of why Black students, specifically Black men, are not persisting at Texas State University in the STEM majors. It will also determine if specific factors like the SAT scores, parent's education, high school rank, college GPA, college science and math courses (physics, math, biology and chemistry), college credits earned and average GPA in all science and math college courses predict college preparation and college performance for all students and for Black male students.

Knowledge Integration and Wise Engineering

ERIC Educational Resources Information Center

Chiu, Jennifer L.; Linn, M. C.

2011-01-01

Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can increase awareness of and interest in STEM careers, help students see the relevance of science and…

Once a physicist: Subramaniam Ramadorai

NASA Astrophysics Data System (ADS)

Ramadorai, Subramaniam

2009-09-01

Why did you choose to study physics? I come from a traditional South Indian family, where the culture typically emphasizes science education. My upbringing reflected these same influences, and my father in particular had a great love for mathematics and physics. I remember going on long walks with him in the countryside, where he shared with me his unfulfilled dreams of becoming an engineer. He felt that he had a talent for engineering, but parental advice steered him towards studying mathematics instead. Perhaps I imbibed his passion, because I always loved fixing things and figuring how they worked through experimentation. All of these developed in me a growing interest in physics, and so my major at Delhi University was physics, with maths and chemistry as subsidiary subjects.

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report. Version 1.0

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S.; Kramer White, Julie; Labbe, Steve G.; Rotter, Hank A.

2005-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments, and real-time on-orbit assessments. The tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

Sandia National Laboratories: About Sandia: Community Involvement:

Science.gov Websites

DOE Regional Science Bowls - New Mexico DOE Regional Science Bowls - California Family Math Night Family Science Night Science, Technology, Engineering, and Math Programs About Education Programs a national concern. Encouraging students to pursue science, technology, engineering, and math (STEM

Industrial & Manufacturing Engineering | Classification | College of

Science.gov Websites

Engineering(414)229-6597msahmed@uwm.eduEng & Math Sciences EMS W383 profile photo Dr. Onur AsanAdjunct Assistant ProfessorIndustrial & Manufacturing Engineeringoasan@mcw.eduEng & Math Sciences profile ChandlerAdjunct InstructorIndustrial & Manufacturing Engineeringchandlec@uwm.eduEng & Math Sciences

Math Carnival Nights (Planting the Seeds for Engineers in Elementary School),

DTIC Science & Technology

1991-06-01

A D -A 240 772 Project 10704-0188), Washington DC 205033RERTYPANDTSCORD 4 TITLE AND SUBLE 5FUDIG iLLcR MATH CARNIVAL NIGHTS (PLANTING THLE SEEDS FOR...Planting Seeds For Engineers In Elementary School T herese D o ugherty...M -6 6 0 MATH CARNIVAL NIGHTSI (Planting the Seeds for Engineers in Elementary School) Therese Dougherty i Abstract Ii A good grounding

Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report

ERIC Educational Resources Information Center

US Commission on Civil Rights, 2010

2010-01-01

The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

NASA Astrophysics Data System (ADS)

Redish, Edward F.; Kuo, Eric

2015-07-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

The AfterMath (and Science) of the Gulf War.

ERIC Educational Resources Information Center

Shaw, John M.; Sheahen, Thomas P.

1991-01-01

Discusses the science used in the war with Iraq. Explains principles of mechanics and feedback systems, and describes how they were used in war technology. Explains the need for engineers to know physics and chemistry, to understand the capabilities and limitations of their equipment, to make accurate measurements, and to work in teams. (PR)

Proposing a Mathematical Software Tool in Physics Secondary Education

ERIC Educational Resources Information Center

Baltzis, Konstantinos B.

2009-01-01

MathCad® is a very popular software tool for mathematical and statistical analysis in science and engineering. Its low cost, ease of use, extensive function library, and worksheet-like user interface distinguish it among other commercial packages. Its features are also well suited to educational process. The use of natural mathematical notation…

Characteristics of the Navy Laboratory Warfare Center Technical Workforce

DTIC Science & Technology

2013-09-29

Mathematics and Information Science (M&IS) Actuarial Science 1510 Computer Science 1550 Gen. Math & Statistics 1501 Mathematics 1520 Operations...Admin. Network Systems & Data Communication Analysts Actuaries Mathematicians Operations Research Analyst Statisticians Social Science (SS...workforce was sub-divided into six broad occupational groups: Life Science , Physical Science , Engineering, Mathematics, Computer Science and Information

Home | National Inventors Hall of Fame

Science.gov Websites

Math (STEM) based programming, connecting inquisitive minds with skills that will serve them for a , Technology, Engineering, and Math (STEM) thinking. REGISTER NOW "Camp Invention has been, and continues your child learns science, technology, engineering and math in a weeklong experience that taps into the

The link between autism and skills such as engineering, maths, physics and computing: a reply to Jarrold and Routh.

PubMed

Wheelwright, S; Baron-Cohen, S

2001-06-01

In the first edition of this journal, we published a paper reporting that fathers and grandfathers of children with autism were over-represented in the field of engineering. This result was interpreted as providing supporting evidence for the folk-psychology/folk-physics theory of autism. After carrying out further analyses on the same data, Jarrold and Routh found that fathers of children with autism were also over-represented in accountancy and science. They suggested that these results could either provide additional support for the folk-psychology/folk-physics theory or be accounted for by an over-representation of professionals amongst the fathers of children with autism. Here we present evidence that engineers are still over-represented among fathers of children with autism, even taking into account the professional bias.

Exploring Complex Engineering Learning over Time with Epistemic Network Analysis

ERIC Educational Resources Information Center

Svarovsky, Gina Navoa

2011-01-01

Recently, K-12 engineering education has received increased attention as a pathway to building stronger foundations in math and science and introducing young people to the profession. However, the National Academy of Engineering found that many K-12 engineering programs focus heavily on engineering design and science and math learning while…

Math and Movement: Practical Ways to Incorporate Math into Physical Education

ERIC Educational Resources Information Center

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

ERIC Educational Resources Information Center

Redish, Edward F.; Kuo, Eric

2015-01-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we…

Fan Cart: The Next Generation

NASA Astrophysics Data System (ADS)

Lamore, Brian

2016-10-01

For years the fan cart has provided physics students with an excellent resource for exploring fundamental mechanics concepts such as acceleration, Newton's laws, impulse, momentum, work-energy, and energy conversions. The Physics Teacher has even seen some excellent do-it-yourself (DIY) fan carts and activities. If you are interested in developing the `E' portion of your and your students' STEM (science, technology, engineering, and math) skills, one way to accomplish this is to revisit the DIY fan cart. In this article I share a design of a new edition of the DIY fan cart and some ideas for incorporating the engineering design process into your high school curriculum.

Determining and Testing Factors Impacting upon the Supply of Minority and Women Scientists, Engineers, and Technologists for Defense Industries and Installations. Phase 1

DTIC Science & Technology

1988-06-01

other developed * countries and the United States in attitudes towards engineers and teachers of science which need 30 to be investigated Aore thoroughly...physical/environmental and math students, respectively. Anglo females reached their highest representation, 23%, among mathematics students. In the science...including mathematics and computer science) and to the determination of the factors which previous researchers have found to affect the decisions of women

Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Sciences Courses

ERIC Educational Resources Information Center

Cepeda, Francisco Javier Delgado; Acosta, Ruben Dario Santiago

2014-01-01

This paper reports design and implementation outcomes at middle development advance of an educative program based on use and construction of widgets on Wolfram Alpha platform at higher education level for engineering and sciences areas. Widgets were based on Physics and Mathematics curricula under Project Oriented Learning and Blended Learning…

Attitudes about High School Physics in Relationship to Gender and Ethnicity: A Mixed Method Analysis

ERIC Educational Resources Information Center

Hafza, Rabieh Jamal

2012-01-01

There is an achievement gap and lack of participation in science, technology, engineering, and math (STEM) by minority females. The number of minority females majoring in STEM related fields and earning advanced degrees in these fields has not significantly increased over the past 40 years. Previous research has evaluated the relationship between…

Rockets Away! A Fun Approach to Exploring the Science of Rocketry. Teacher's Edition.

ERIC Educational Resources Information Center

Horton, Robert L.; And Others

This unit is designed to stimulate interest in math, engineering, aerospace, and physics through the exploration of rocketry science. It serves as a ready source of information dealing with the subject of rocketry and provides directions for completing a variety of hands-on rocketry science experiments, including the design, construction, and…

75 FR 48658 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-11

... individuals who teach science, technology, engineering, and math (STEM). TEACH.gov is an essential component... among minority individuals, and particularly in teaching science, technology, engineering, and math...

Synchronizing Physics And Math Standards

NASA Astrophysics Data System (ADS)

Weisel, Derek

2008-04-01

State and national standards tend to focus primarily on math and reading. This has led many schools to focus the majority of instruction time on these two subjects. This creates the negative effect of placing less emphasis on physics in many schools. An effective way to keep physics as a primary focus in schools is to emphasize that physics curriculum meets many of the math standards and can be used as a tool to introduce, practice and reinforce important math concepts. This is also a way for physics curriculum to be introduced at the elementary level. This talk will highlight some common areas where math standards are being met and exceeded in the physics curriculum.

Students' Attitudes and Enrollment Trends in Physics and Engineering

NASA Astrophysics Data System (ADS)

Banjong, Delphine

Science, Technology, Engineering, and Mathematics (STEM) fields are critical for meeting ever-increasing demands in the U.S. for STEM and related skills, and for ensuring the global competitiveness of the United States in technological advancement and scientific innovation. Nonetheless, few U.S. students consider a STEM degree after high school and fewer STEM students end up graduating with a STEM degree. In 2012, the United States ranked 35th in math and 27th in science out of 64 participating countries in the Program for International Student Assessment (PISA), sponsored by the Organization for Economic Cooperation and Development (OECD). Considering the significant role physics and engineering play in technological advancement, this work investigates the attitudes of students and recent enrollment trends in these important subject areas.

Gender Contentedness in Aspirations to Become Engineers or Medical Doctors

ERIC Educational Resources Information Center

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2017-01-01

Medical doctor and engineer are highly esteemed STEM professions. This study investigates academic and motivational characteristics of a sample of high school students in Thailand who aspire to become medical doctors or engineers. We used logistic regression to compare maths performance, gender typicality, gender contentedness, and maths and…

Home - Defense Technology Security Administration

Science.gov Websites

, engineering, and math (STEM) focused Girl Scout troops 2210 and 5064 into the Mark Center to showcase their to welcome science, technology, engineering, and math (STEM) focused Girl Scout troops 2210 and 5064

Math Magician.

ERIC Educational Resources Information Center

Bailey, Anne Lowrey

1984-01-01

Charles Pine, CASE's Professor of the Year, is a professor who gets students to know and love math and physics and who has emerged as a leading teacher of math teachers. It started when Pine found that his students couldn't do the math involved in his physics classes. (MLW)

Money, Math and Engineering: The Relationships between Community Economics, Math Preparation and the Graduation of Racially Underrepresented Engineers

ERIC Educational Resources Information Center

Freeman, Amy Louise

2009-01-01

A primary gateway to a career in engineering is the attainment of the bachelor of science degree in engineering. In contrast, a common barrier to becoming an engineer is failure to attain the degree. Those variables that are related to college graduation are often in place prior to college admission. The purpose of this study was to examine the…

TechXcite: Discover Engineering--A New STEM Curriculum

ERIC Educational Resources Information Center

Sallee, Jeff; Schmitt-McQuitty, Lynn; Swint, Sherry; Meek, Amanda; Ybarra, Gary; Dalton, Rodger

2015-01-01

TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/ and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using…

Connecting Physics Bachelors to Their Dream Jobs

NASA Astrophysics Data System (ADS)

Bhattacharya, Shouvik

2013-01-01

People who earn bachelor’s degrees in physics are highly employable. Employers value the skills that physics bachelor’s recipients acquire and develop over their four years of a college education, such as complex problem solving, advanced mathematics, teamwork and programming. The Career Pathways Project of the American Institute of Physics (AIP) aims to better prepare physics undergraduates for the science, technology, engineering, and math (STEM) workforce. This presentation will include a discussion of common features among departments visited by the AIP’s Career Pathways team, ideas for a career workshop for physics undergraduates, and advice on how to make the most out of a job fair and how to start effective online professional networking.

Problem Solving and the Use of Math in Physics Courses

ERIC Educational Resources Information Center

Redish, Edward F.

2006-01-01

Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are…

America's Children: Providing Early Exposure to STEM (Science, Technology, Engineering and Math) Initiatives

ERIC Educational Resources Information Center

DeJarnette, Nancy K.

2012-01-01

Recent attention has been brought to light in the United States regarding low numbers of students pursing STEM (Science, Technology, Engineering and Math) disciplines and degree programs (National Science Board, 2010). There is a great need in America for talented scientists and engineers. Numerous programs abound for high school and middle school…

Math Carnival Nights (Planting the Seeds for Engineers in Elementary School)

DTIC Science & Technology

1992-06-01

ONLY (Leave b:jnk) 2 .. OW’ CdATE I"bruarv 1993 I ’. . 4 TITLE AND SUSTITJI-. MATH CARNIVAL NIGFhS (Pl.ANTIN(; THE SEEDS FOR t:NGINI-2.ILS IN...CARNIVAL NIGHTS (PLANTING THE SEEDS FOR ENGINEERS IN ELEMENTARY SCHOOLft-. ... Fly Ui THERESE DOUGHERTY -,;,b.tI.. Systems Engineer Naval Command

Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation

ERIC Educational Resources Information Center

Cançado, Luciana; Reisel, John R.; Walker, Cindy M.

2018-01-01

A summer bridge program was developed in an engineering program to advance the preparation of incoming freshmen students, particularly with respect to their math course placement. The program was intended to raise the initial math course placement of students who otherwise would begin their engineering studies in courses below Calculus I. One…

Why are some STEM fields more gender balanced than others?

PubMed

Cheryan, Sapna; Ziegler, Sianna A; Montoya, Amanda K; Jiang, Lily

2017-01-01

Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women's underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women's participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Students Who Choose to Enroll in STEM Electives and Those Who Do Not: An Ex Post Facto Study on Math Self-Efficacy at a High School in Germany

ERIC Educational Resources Information Center

Udoaka, Vicky L.

2017-01-01

School systems across the United States have launched the Science, Technology, Engineering and Math recruitment initiatives to interest students in related majors and careers. While an overall interest of high school students in Science, Technology, Engineering and Math majors and careers has increased by over twenty-five percent in the past two…

Multilevel Structural Equation Models for Investigating the Effects of Computer-Based Learning in Math Classrooms on Science Technology Engineering and Math (STEM) Major Selection in 4-Year Postsecondary Institutions

ERIC Educational Resources Information Center

Lee, Ahlam

2017-01-01

Background/Context: Because of the growing concern over the decline of bachelor degree recipients in the disciplines of science, technology, engineering, and math (STEM) in the U.S., several studies have been devoted to identifying the factors that affect students' STEM major choices. A majority of these studies have focused on factors relevant to…

Report on enhancing young scholars in science and technology the Center for Excellence in Education

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

The present stock and flow of highly talented young persons engaged in the global discovery and application of science and technology are critical to the future pace of innovation. Historically, the world`s largest reservoirs of scientists and engineers have been in the Western economies. Overtime, however, Asia has begun to build equivalent pools of scientists and engineers among their university graduates. According to 1993 data from the National Science Foundation and the UNESCO World Science Report, Germany leads all economies with a 67% ratio of science and engineering degrees to total first university degrees compared to the United States withmore » a distant fifth place at 32% behind Italy, Mexico and Poland. If the nation is to keep its scientific and technological prowess, it must capture its very best talent in the science and technology fields. The question is then raised as to the source within the United States of the science and technology talent pool. While between 1978 and 1991 there was an overall decline in male participation in undergraduate (-9%) and graduate degrees (-12%), the number of women receiving undergraduate (+8%) and graduate degrees (+34%) rose dramatically. These numbers are encouraging for women`s participation overall, however, women earn only a small percentage of physical science and engineering degrees. Why are there so few women in mathematics, engineering, and the physical sciences? The answers are complex and begin early in a woman`s exposure to science and mathematics. This report presents results on a study of careers of alumni from the Research Science Institute. Investigations were concerned with the timing of decision processes concerned with the sciences and math and factors that influenced people to turn away from or proceed with careers in science and math.« less

Factors that encourage females to pursue physical science careers: Testing five common hypotheses

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard

2012-03-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using Propensity Score Matching (PSM) on national data (n=7505) drawn from the Persistence Research in Science and Engineering (PRiSE) project, we test five commonly held beliefs including having a single-sex physics class, having a female physics teacher, having female scientist guest speakers in physics class, discussing the work of women scientists in physics class, and discussing the under-representation of women in physics class. The effect of these experiences is compared for female students who are matched on several factors, including parental education, prior science/math interests, and academic background, thereby controlling for the effect of many confounding variables.

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

ERIC Educational Resources Information Center

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields

ERIC Educational Resources Information Center

Page, Melanie C.; Bailey, Lucy E.; Van Delinder, Jean

2009-01-01

The under-representation of women in Science, Technology, Engineering, and Math (STEM) fields is of continuing concern, as is the lack of women in senior positions and leadership roles. During a time of increasing demand for science and engineering enterprise, the lack of women and minorities in these academic disciplines needs to be addressed by…

STEM Comes to Preschool

ERIC Educational Resources Information Center

Moomaw, Sally; Davis, Jaumall A.

2010-01-01

Math and science and the related technology and engineering are natural pairings. These four disciplines form the acronym STEM (Science, Technology, Engineering, and Math) and can be readily combined into an integrated curriculum for early childhood classrooms. Many educators believe that children learn best when disciplines are interconnected. An…

Physics career intentions: The effect of physics identity, math identity, and gender

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

2013-01-01

Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males.

Calculation Software

NASA Technical Reports Server (NTRS)

1994-01-01

MathSoft Plus 5.0 is a calculation software package for electrical engineers and computer scientists who need advanced math functionality. It incorporates SmartMath, an expert system that determines a strategy for solving difficult mathematical problems. SmartMath was the result of the integration into Mathcad of CLIPS, a NASA-developed shell for creating expert systems. By using CLIPS, MathSoft, Inc. was able to save the time and money involved in writing the original program.

The identification of Gender Bias in the U.S. Military

DTIC Science & Technology

2018-03-01

Opinion Form SSA Social Security Administration STEM Science, Technology, Engineering, and Math U.S. United States USN United States Navy xvi THIS...in science, technology, engineering, and math (STEM) related fields, with lifestyle choice being cited by some as the reasoning for this disparity

Using Game Development to Engage Students in Science and Technology

NASA Technical Reports Server (NTRS)

Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

How social networks influence female students' choices to major in engineering

NASA Astrophysics Data System (ADS)

Weinland, Kathryn Ann

Scope and Method of Study: This study examined how social influence plays a part in female students' choices of college major, specifically engineering instead of science, technology, and math. Social influence may show itself through peers, family members, and teachers and may encompass resources under the umbrella of social capital. The purpose of this study was to examine how female students' social networks, through the lens of social capital, influence her major choice of whether or not to study engineering. The variables of peer influence, parental influence, teacher/counselor influence, perception of engineering, and academic background were addressed in a 52 question, Likert scale survey. This survey has been modified from an instrument previously used by Reyer (2007) at Bradley University. Data collection was completed using the Dillman (2009) tailored design model. Responses were grouped into four main scales of the dependent variables of social influence, encouragement, perceptions of engineering and career motivation. A factor analysis was completed on the four factors as a whole, and individual questions were not be analyzed. Findings and Conclusions: This study addressed the differences in social network support for female freshmen majoring in engineering versus female freshmen majoring in science, technology, or math. Social network support, when working together from all angles of peers, teachers, parents, and teachers/counselors, transforms itself into a new force that is more powerful than the summation of the individual parts. Math and science preparation also contributed to female freshmen choosing to major in engineering instead of choosing to major in science, technology, or math. The STEM pipeline is still weak and ways in which to reinforce it should be examined. Social network support is crucial for female freshmen who are majoring in science, technology, engineering, and math.

MATH77, Version 4.0

NASA Technical Reports Server (NTRS)

Lawson, Charles L.; Krogh, Fred; Van Snyder, W.; Oken, Carol A.; Mccreary, Faith A.; Lieske, Jay H.; Perrine, Jack; Coffin, Ralph S.; Wayne, Warren J.

1994-01-01

MATH77 is high-quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for basic computational processes of science and engineering. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. MATH77 release 4.0 subroutine library designed to be usable on any computer system supporting full ANSI standard FORTRAN 77 language.

Alliance for NanoHealth (ANH) Training Program for the development of future generations of interdisciplinary scientists and collaborative research focused upon the advancement of nanomedicine

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gorenstein, David

The objectives of this program are to promote the mission of the Department of Energy (DOE) Science, Technology, Engineering, Math (STEM) Program by recruiting students to science and engineering disciplines with the intent of mentoring and supporting the next generation of scientists; to foster interdisciplinary and collaborative research under the sponsorship of ANH for the discovery and design of nano-based materials and devices with novel structures, functions, and properties; and to prepare a diverse work force of scientists, engineers, and clinicians by utilizing the unique intellectual and physical resources to develop novel nanotechnology paradigms for clinical application.

The environment for women in physics in Ireland

NASA Astrophysics Data System (ADS)

McLoughlin, Eilish; Fee, Sandra; McCabe, Eithne

2015-12-01

Physics is contributing strongly to the national Irish economy, with 4.5% of the Irish workforce employed in physics-based or other science, technology, engineering, and math (STEM) sectors. However, a recent national report reveals that the proportion of women working in jobs that utilize STEM skills is less than 25% of the workforce. We present data collected from the views of 1,000 female secondary school students, young women (age 18-23), secondary-school teachers and parents on what influences secondary school students' choices of subjects and in particular STEM-related subjects. In addition, benchmarking data on female student and staff ratios for the past five years is presented from all seven Irish university physics departments.

Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course

NASA Astrophysics Data System (ADS)

Smith, Leigh

2015-03-01

I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40% to less than 20%.

Winston Churchill Memorial Trust Fellowship Report

ERIC Educational Resources Information Center

Bramsen, Neil

2014-01-01

In March and April 2014, the author travelled overseas on a 2013 Churchill Fellowship to study education programs that successfully engage and enthuse primary and middle school students in maths, engineering and science (MES) or science, technology, engineering and maths (STEM) learning in schools, universities and institutions in the United…

Flight Software Math Library

NASA Technical Reports Server (NTRS)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Math remediation intervention for student success in the algebra-based introductory physics course

NASA Astrophysics Data System (ADS)

Forrest, Rebecca L.; Stokes, Donna W.; Burridge, Andrea B.; Voight, Carol D.

2017-12-01

Pretesting and early intervention measures to identify and remediate at-risk students were implemented in algebra-based introductory physics to help improve student success rates. Pretesting via a math and problem-solving diagnostic exam administered at the beginning of the course was employed to identify at-risk students based on their scores. At-risk students were encouraged to utilize an online math tutorial to increase their chances of passing the course. The tutorial covers the same math topics covered by the diagnostic exam. Results from 643 students enrolled in the course showed that the 61 at-risk students who successfully completed the math tutorial increased their odds of passing the course by roughly 4 times those of the at-risk students who did not. This intervention is easily implemented, short term, and can be administered concurrently with the course. Based on these results, the Department of Physics has implemented the math tutorials in all sections of the introductory algebra as well as the calculus-based physics courses.

Home | Caltech

Science.gov Websites

& Planetary Sciences Humanities & Social Sciences Physics, Math & Astronomy Research Sciences Physics, Math & Astronomy Research Delve into Menu Centers & Institutes Student Research

Clinical engineering in Romania. The coming of age.

PubMed

Naianu, B P; Negoescu, R

Biomedical engineering (BME) includes clinical engineering and bioengineering. Bioengineering is academically oriented towards theory and research in biology using the methods of exact sciences such as maths and physics, while clinical engineering (CE) has a rather practical orientation focusing on the general management of clinic/hospital equipment and providing aid to the medical staff in the use of advanced technologies for diagnosis and therapy purposes. The Romanian physiological community has been closely involved in the growth of BME that has now come of age in this country. Radu Vrâncianu's great intuition in opening the door to this science and its practical application in an institution created by Daniel Danielopolu definitely represented a good chance for Romanian public health. Recently, both clinical engineering and medical bioengineering have been introduced into the Romanian Classification of Occupations.

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Zhou, Ji

2014-01-01

This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

Students with Disabilities Choosing Science Technology Engineering and Math (STEM) Majors in Postsecondary Institutions

ERIC Educational Resources Information Center

Lee, Ahlam

2014-01-01

Many science, technology, engineering and math (STEM) studies have focused on issues related to underrepresented groups' participation in STEM disciplines. Most of these studies have targeted women and individuals from racial minorities as the underrepresented groups of interest, while little attention has been paid to people with disabilities.…

"MathePraxis"--Connecting First-Year Mathematics with Engineering Applications

ERIC Educational Resources Information Center

Harterich, Jorg; Kiss, Christine; Rooch, Aeneas; Monnigmann, Martin; Darup, Moritz Schulze; Span, Roland

2012-01-01

First-year engineering students often complain about their mathematics courses as the significance of the difficult and abstract calculus to their field of study remains unclear. We report on the project "MathePraxis", a feasibility study which was designed as a means to give first-year students some impression about the use of…

Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

ERIC Educational Resources Information Center

McPherson, Ezella

2014-01-01

This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants'…

A New Approach to Improving Science, Technology, Engineering, and Math Education. Backgrounder No. 2259

ERIC Educational Resources Information Center

Lips, Dan; McNeill, Jena Baker

2009-01-01

The authors express reservations about additional federal funding for the National Science Foundation, including new funding for science, technology, engineering, and math (STEM) education programs, provided by the American Recovery and Reinvestment Act of 2009. For more than 50 years, American political, business, military, and academic leaders…

An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors.

ERIC Educational Resources Information Center

Daempfle, Peter A.

2004-01-01

Explores the empirical evidence that explains the increasing attrition rates of first year college science, math, and engineering (SME) majors. Results suggest that the interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations contribute to…

Students Designing Video Games about Immunology: Insights for Science Learning

ERIC Educational Resources Information Center

Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

2011-01-01

Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

An Introduction to Quantum Theory

NASA Astrophysics Data System (ADS)

Greensite, Jeff

2017-02-01

Written in a lucid and engaging style, the author takes readers from an overview of classical mechanics and the historical development of quantum theory through to advanced topics. The mathematical aspects of quantum theory necessary for a firm grasp of the subject are developed in the early chapters, but an effort is made to motivate that formalism on physical grounds. Including animated figures and their respective Mathematica® codes, this book provides a complete and comprehensive text for students in physics, maths, chemistry and engineering needing an accessible introduction to quantum mechanics. Supplementary Mathematica codes available within Book Information

National Science Bowl | NREL

Science.gov Websites

and high school student teams on science and math topics. The National Science Bowl provides an opportunity for students to develop science, technology, engineering, and math (STEM) skills in a non tournament challenges students' knowledge of science. Student teams are questioned on life science, math

Smith college secondary math and science outreach program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Powell, J.A.; Clark, C.

1994-12-31

The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

Math Achievement: A Role Strain and Adaptation Approach

ERIC Educational Resources Information Center

Williams, Krystal L.; Burt, Brian A.; Hilton, Adriel A.

2016-01-01

Purpose: This study aims to better understand how students' academic strains and multilevel strengths relate to their math achievement, with a particular emphasis on underrepresented students of color and girls given the need to broaden science, technology, engineering and math (STEM) participation for these groups. Design/methodology/approach:…

Careers in STEM Begin with Elementary Student Interest in Mathematics

ERIC Educational Resources Information Center

Brimmer, Linda Ertrachter

2017-01-01

I investigated why math capable students are not entering science, technology, engineering, and math (STEM) careers. To research the problem, I explored how highly effective elementary math teachers (HEMT) create student interest in mathematics using the self- efficacy (SE) theory and information and communication technology (ICT). The purpose of…

75 FR 69135 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-10

...: Title of Collection: Evaluation of the National Science Foundation's Math and Science Partnership (MSP...- year clearance for an evaluation of the Math and Science Partnership (MSP) program. The MSP program is..., especially disciplinary faculty in math, sciences, and engineering, with that of K-12 communities in order to...

From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology

ERIC Educational Resources Information Center

Riechert, Susan E.; Post, Brian K.

2010-01-01

The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math,…

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

NASA Astrophysics Data System (ADS)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

Differences between the Sexes among Protestant Christian Middle School Students and Their Attitudes toward Science, Technology, Engineering and Math (STEM)

ERIC Educational Resources Information Center

Michael, Kurt Y.; Alsup, Philip R.

2016-01-01

Research focusing on science, technology, engineering, and math (STEM) education among conservative Protestant Christian school students is scarce. Crenshaw's intersectionality theory is examined as it pertains to religion as a group identifier. The STEM Semantic Survey was completed by 157 middle school students attending six different private…

Assessing the Workforce Outcomes of Maryland Science, Technology, Engineering, and Math (STEM) Postsecondary Graduates

ERIC Educational Resources Information Center

Zheng, Xiaying; Stapleton, Laura M.; Henneberger, Angela K.; Woolley, Michael E.

2016-01-01

The science, technology, engineering, and math (STEM) workforce, and therefore STEM education, has become increasingly central to the U.S. economic growth and competitiveness over the past five decades. Nationally, the number of STEM workforce positions and the number of STEM postsecondary graduates have increased over time, but there is…

Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields

ERIC Educational Resources Information Center

Koch, Amanda Joy

2013-01-01

A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and…

STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America

ERIC Educational Resources Information Center

Drew, David E.

2011-01-01

One study after another shows American students ranking behind their international counterparts in the STEM fields--science, technology, engineering, and math. Business people such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and…

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

NASA Astrophysics Data System (ADS)

Lee, Ahlam

2011-12-01

Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students should receive all possible opportunities to use computers to enhance their math self-efficacy, be encouraged to review math materials, and concentrate on listening to math teachers' lectures. While all selected math-learning activities should be embraced in math instruction, computer and individual-based learning activities, which reflect student-driven learning, should be emphasized in the high school instruction. Likewise, students should be encouraged to frequently engage in individual-based learning activities to improve their math performance.

Computer Science | Classification | College of Engineering & Applied

Science.gov Websites

EMS 1011 profile photo Adrian Dumitrescu, Ph.D.ProfessorComputer Science(414) 229-4265Eng & Math @uwm.eduEng & Math Sciences 919 profile photo Hossein Hosseini, Ph.D.ProfessorComputer Science(414) 229 -5184hosseini@uwm.eduEng & Math Sciences 1091 profile photo Amol Mali, Ph.D.Associate ProfessorComputer

Co-Teaching Math Content and Math Pedagogy for Elementary Pre-Service Teachers: A Pilot Study

ERIC Educational Resources Information Center

Ford, Pari; Strawhecker, Jane

2011-01-01

With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional…

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

ERIC Educational Resources Information Center

Preininger, Anita M.

2017-01-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before…

Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement

ERIC Educational Resources Information Center

Nosek, Brian A.; Smyth, Frederick L.

2011-01-01

Gender stereotypes about math and science do not need to be endorsed, or even available to conscious introspection, to contribute to the sex gap in engagement and achievement in science, technology, engineering, and mathematics (STEM). The authors examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.…

Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Hansen, Michael; Gonzalez, Thomas

2014-01-01

Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using…

The Colorado MESA Program and CU-LASP: A Model for After School Program/Research Institution Collaboratives

NASA Astrophysics Data System (ADS)

Nelson, G.; Cobabe-Ammann, E.

2004-12-01

Colorado MESA is an after school program operating throughout the state with a long track record in promoting science, math and engineering education to largely underserved K-12 student populations. Currently, 81 percent of MESA students are from groups underrepresented in the math/science careers, and 85 percent of MESA students come from low- and moderate-income families. Through a combination of weekly student programs, field trips to universities and industry partners, family orientations, individual academic counseling and required curriculum, Colorado MESA offers an opportunity for students to explore STEM subjects and careers that they might not otherwise have access to - with tangible results. In the Colorado MESA Class of 2003, 97 percent of students planned on entering college this fall, with 86 percent indicating that they will enroll in math/science-based majors. In the last year, the University of Colorado's Laboratory for Atmospheric and Space Physics, a large space and earth sciences institute, has relied on the Colorado MESA program as its primary K-12 partner in Education and Public Outreach. LASP incorporates MESA into its proposal writing opportunities, from E/PO additions to individual research proposals to mission-level educational programs. In addition to funding opportunities, LASP provides scientists and engineers in a variety of contexts and content areas, while MESA works to incorporate those resources into their after school programs. The interface between the after school programs and the research institution requires ongoing communication and coordination in order to evaluate and fine-tune curriculum and activities based on feedback from MESA advisors and teachers. Currently, the MESA/LASP partnership has funded programs in astrobiology, planetary sciences and engineering.

Decide now, pay later: Early influences in math and science education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malcom, S.

1995-12-31

Who are the people deciding to major in science, math or engineering in college? The early interest in science and math education which can lead to science and engineering careers, is shaped as much by the encompassing world of the child as it is by formal education experiences. This paper documents what we know and what we need to know about the influences on children from pre-kindergarten through sixth grade, including the home, pre-school groups, science and math programs in churches, community groups, the media, cultural institutions (museums, zoos, botanical gardens), libraries, and schools (curriculum, instruction, policies and assessment). Itmore » also covers the nature and quality of curricular and intervention programs, and identifies strategies that appear to be most effective for various groups.« less

Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

ERIC Educational Resources Information Center

Trei, Kelli

2015-01-01

This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

Associations between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success among Hispanic Students in Texas. REL 2018-279

ERIC Educational Resources Information Center

Borman, Trisha; Margolin, Jonathan; Garland, Marshall; Rapaport, Amie; Park, So Jung; LiCalsi, Christina

2017-01-01

Nationwide, Hispanic students continue to be underrepresented among students who complete a four-year degree in science, technology, engineering, and math (STEM) fields (National Center for Education Statistics, 2016) and among workers in STEM fields. This discrepancy is a concern, especially in light of the projected growth in employment in STEM…

Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

ERIC Educational Resources Information Center

Dubetz, Terry A.; Wilson, Jo Ann

2013-01-01

Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

Urban Underrepresented Minority Students in Science, Technology, Engineering, and Math: An Analysis of the Differences between Developmental Assets and Academic Achievement

ERIC Educational Resources Information Center

Wells, Jovan Grant

2013-01-01

The purpose of this study is to determine the relationship between the developmental assets and academic achievement of urban underrepresented minority male and female students in a specialized science, technology, engineering, and math program, and the developmental assets and academic achievement of urban underrepresented minority male and…

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

ERIC Educational Resources Information Center

Wang, Ming-Te; Degol, Jessica L.

2017-01-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences…

Slow off the Mark: Elementary School Teachers and the Crisis in Science, Technology, Engineering, and Math Education

ERIC Educational Resources Information Center

Epstein, Diana; Miller, Raegen T.

2011-01-01

One can't throw a stone without hitting a STEM initiative these days, but most science, technology, engineering, and math initiatives--thus the STEM acronym--overlook a fundamental problem. In general, the workforce pipeline of elementary school teachers fails to ensure that the teachers who inform children's early academic trajectories have the…

The More Things Change, the More They Stay the Same? Examining Gender Equality in Prior Achievement and Entry into STEM College Majors over Time.

PubMed

Riegle-Crumb, Catherine; King, Barbara; Grodsky, Eric; Muller, Chandra

2012-12-01

This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into STEM majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at the top of the test distribution. Analyses also examine the different comparative advantages men and women enjoy in math/science vs. English/reading. Regardless of how prior achievement is measured, very little of the strong and persistent gender gap in physical science and engineering majors over time is explained. Findings highlight the limitations of theories focusing on gender differences in skills and suggest directions for future research.

Looking into the Earth

NASA Astrophysics Data System (ADS)

Mussett, Alan E.; Aftab Khan, M.; Button, Illustrated By Sue

2000-12-01

Looking Into the Earth comprehensively describes the principles and applications of both `global' and `exploration' geophysics on all scales. It forms an introduction to geophysics suitable for those who do not necessarily intend to become professional geophysicists, including geologists, civil engineers, environmental scientists, and field archaeologists. The book is organised into two parts: Part 1 describes the geophysical methods, while Part 2 illustrates their use in a number of extended case histories. Mathematical and physical principles are introduced at an elementary level, and then developed as necessary. Student questions and exercises are included at the end of each chapter. The book is aimed primarily at introductory and intermediate university students taking courses in geology, earth science, environmental science, and engineering. It will also form an excellent introductory textbook in geophysics departments, and will help practising geologists, archaeologists and engineers understand what geophysics can offer their work. Accessible to students with little background in maths and physics Covers both global and applied geophysics Well illustrated and contains many student exercises and case studies Written by experienced teachers of geophysics

NREL Model Car Competitions | NREL

Science.gov Websites

skills in both math and science. The goals of the competition include: Generating enthusiasm for science , technology, engineering, and math (STEM) Improving students' understanding of scientific concepts and

Conference Offers Girls Opportunity to Expand Career Horizons

Science.gov Websites

math, science, technology and non-traditional occupations. The conference will take place Saturday of computers, math, engineering, natural sciences, medical sciences, public service and the

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

PubMed

Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Examining Student Attitudes in Introductory Physics via the Math Attitude and Expectations Survey (MAX)

NASA Astrophysics Data System (ADS)

Hemingway, Deborah; Eichenlaub, Mark; Losert, Wolfgang; Redish, Edward F.

2017-01-01

Student often face difficulties with using math in science, and this exploratory project seeks to address the underlying mechanisms that lead to these difficulties. This mixed-methods project includes the creation of two novel assessment surveys, the Mathematical Epistemic Games Survey (MEGS) and the Math Attitude and Expectations Survey (MAX). The MAX, a 30-question Likert-scale survey, focuses on the attitudes towards using mathematics of the students in a reformed introductory physics course for the life sciences (IPLS) which is part of the National Experiment in Undergraduate Education (NEXUS/Physics) developed at the University of Maryland (UMD). Preliminary results from the MAX are discussed with specific attention given to students' attitudes towards math and physics, opinions about interdisciplinarity, and the usefulness of physics in academic settings as well as in professional biological research and modern medicine settings.

Not lack of ability but more choice: individual and gender differences in choice of careers in science, technology, engineering, and mathematics.

PubMed

Wang, Ming-Te; Eccles, Jacquelynne S; Kenny, Sarah

2013-05-01

The pattern of gender differences in math and verbal ability may result in females having a wider choice of careers, in both science, technology, engineering, and mathematics (STEM) and non-STEM fields, compared with males. The current study tested whether individuals with high math and high verbal ability in 12th grade were more or less likely to choose STEM occupations than those with high math and moderate verbal ability. The 1,490 subjects participated in two waves of a national longitudinal study; one wave was when the subjects were in 12th grade, and the other was when they were 33 years old. Results revealed that mathematically capable individuals who also had high verbal skills were less likely to pursue STEM careers than were individuals who had high math skills but moderate verbal skills. One notable finding was that the group with high math and high verbal ability included more females than males.

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

How to Recruit Women and Girls to the Science, Technology, Engineering, and Math (STEM) Classroom

ERIC Educational Resources Information Center

Milgram, Donna

2011-01-01

Numbers do not exist for the percentage of girls in science, technology, engineering, and math (STEM) academies across the U.S. The most recent career and technical education statistics at the secondary level from the U.S. Department of Education are from 2005, and they show very low numbers of female students in STEM. The absence of women from…

Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44

ERIC Educational Resources Information Center

Afterschool Alliance, 2010

2010-01-01

The 21st Century's information economy has been creating more jobs that require not only a college education but also a fair amount of expertise in the fields of science, technology, engineering and math--collectively known as STEM. The last several decades have seen the industrial- and manufacturing-based economy shift to a service economy fueled…

Out before the Game Begins: Hispanic Leaders Talk about What's Needed to Bring More Hispanic Youngsters into Science, Technology and Math Professions

ERIC Educational Resources Information Center

Gasbarra, Paul; Johnson, Jean

2008-01-01

Hispanics are one of the largest and fastest-growing minority groups in the United States. Projections indicate a need for an increase of 20% of practicing engineers by 2010. Despite the growing number of STEM (Science, Technology, Engineering and Math) careers in the American economy, education statistics suggest that too few Hispanic students…

Teaching-as-Research Internships: A Model for the Development of Future Chemistry Faculty and the Improvement of Teaching in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Gillian-Daniel, Donald L.; Walz, Kenneth A.

2016-01-01

Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed…

Why They Leave: The Impact of Stereotype Threat on the Attrition of Women and Minorities from Science, Math and Engineering Majors

ERIC Educational Resources Information Center

Beasley, Maya A.; Fischer, Mary J.

2012-01-01

This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype…

Underrepresented Entrepreneurship: A Mixed Method Study Evaluating Postsecondary Persistence Approaches for Minorities in Science Technology Engineering Math (STEM) to Graduate Studies and STEM Entrepreneurship Education

ERIC Educational Resources Information Center

Goodwyn, Kamela Joy

2017-01-01

Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further…

Foundations of Tensor Analysis for Students of Physics and Engineering With an Introduction to the Theory of Relativity

NASA Technical Reports Server (NTRS)

Kolecki, Joseph C.

2005-01-01

Tensor analysis is one of the more abstruse, even if one of the more useful, higher math subjects enjoined by students of physics and engineering. It is abstruse because of the intellectual gap that exists between where most physics and engineering mathematics leave off and where tensor analysis traditionally begins. It is useful because of its great generality, computational power, and compact, easy to use, notation. This paper bridges the intellectual gap. It is divided into three parts: algebra, calculus, and relativity. Algebra: In tensor analysis, coordinate independent quantities are sought for applications in physics and engineering. Coordinate independence means that the quantities have such coordinate transformations as to leave them invariant relative to a particular observer s coordinate system. Calculus: Non-zero base vector derivatives contribute terms to dynamical equations that correspond to pseudoaccelerations in accelerated coordinate systems and to curvature or gravity in relativity. These derivatives have a specific general form in tensor analysis. Relativity: Spacetime has an intrinsic geometry. Light is the tool for investigating that geometry. Since the observed geometry of spacetime cannot be made to match the classical geometry of Euclid, Einstein applied another more general geometry differential geometry. The merger of differential geometry and cosmology was accomplished in the theory of relativity. In relativity, gravity is equivalent to curvature.

Women in physics: A comparison to science, technology, engineering, and math education over four decades

NASA Astrophysics Data System (ADS)

Lim, Gloria

Women have been underrepresented in many STEM fields including physics. The gap appears to be largely attributable to a lack of women pursuing physics in college, and little is known about the characteristics and career interests of women who do plan to major in physics. Using nationwide data on first-time, full-time college students, this study set out to: (1) document national trends in plans to major in physics among women entering college; (2) document the career aspirations of women who intend to major in physics; and (3) explore the characteristics of women who intend to major in physics and how this population has evolved across time. The results show that women's interest in physics has been consistently low in the past four decades. The most popular career aspiration among women who plan to major in physics is research scientist, although this career aspiration is declining in popularity. Further, this study identifies a distinctive profile of the average female physics student as compared to women in other STEM fields and women across all majors. Women who plan to pursue a physics major tend to be confident in their math abilities, value college as an opportunity to learn, plan to attend graduate school, and are less likely than women in other fields to have a social activist orientation. The paper concludes with implications for scholars, educators, administrators, and policymakers as they seek to recruit more women in to the physics field. This research is supported by the National Science Foundation, HRD No. 1135727. Part of this work was also completed with the support of a Fulbright Fellowship in Finland.

Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

ERIC Educational Resources Information Center

Pasha-Zaidi, Nausheen; Afari, Ernest

2016-01-01

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

Return of the Lambkins: Practice Makes Perfect at Colorado Science Bowl |

Science.gov Websites

study and potential careers in science, technology, engineering, and math (STEM). "Science Bowl school students to explore math and science. Now, the competition attracts approximately 15,000 students

An Investigation of the Linkage between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling

ERIC Educational Resources Information Center

Lee, Ahlam

2015-01-01

Among the disciplines of science, technology, engineering, and math (STEM), much attention has been paid to the influences of math- and science-related learning contexts on students' STEM major selection. However, the technology and engineering learning contexts that are linked to STEM major selection have been overlooked. In response, a…

Evaluation of the Academy of Math, Science, and Engineering at Luther Burbank High School During the 1984-85 School Year. Evaluation Report No. 21.

ERIC Educational Resources Information Center

Sacramento City Unified School District, CA.

The Academy of Math, Science, and Engineering was established at the Luther Burbank High School of Sacramento, California as a rigorous and competitive academic alternative program. This report contains an evaluation of the second year (1984-85) of the program. Program accomplishments are reviewed in the categories of: (1) student enrollment; (2)…

A case study of undergraduate female students majoring in math, science and engineering: An analysis of persistence and success

NASA Astrophysics Data System (ADS)

Hyde, Michelle Smoot

This dissertation provides information concerning the educational experience of females studying in undergraduate fields of math, engineering and science at a large research institution in the West. The majority of the participants were Project Access students, chosen because of their high achievements in science and mathematics during their secondary education. The study identifies and attempts to understand critical factors within the academic environment of science that contribute to female persistence in math, engineering and science (MES) disciplines. The study postulates that universities can make a difference in the education of women by providing programs that assure quality education and the fostering of female interest in science domains. The study recommends the incorporation of collaborative learning processes and teaching methods, cohort involvement and the fostering of study groups, encouragement of professorial associations with students, and internship and lab programs in an attempt to provide a more holistic and less fragmented education, thus benefiting women seeking MES degrees. Also, the research presented in this paper determined that the formation of positive associations and support networks was crucial to college female population studied. The interpretive study's aim is to enhance persistence rates among undergraduate students studying in math, engineering and science fields.

Physical Disabilities: Education and Related Services, Fall 2002-Spring 2003.

ERIC Educational Resources Information Center

Kulik, Barbara J., Ed.

2003-01-01

Two issues of this journal on education and related services for students with physical disabilities contain the following major articles or reviews: "Environmental Effects on Education" (Harold F. Perla); "Using Touch Math for Students with Physical Impairments To Teach and Enhance Beginning Math Skills" (Adrienne L. Duris); "Traumatic Brain…

Curriculum that incorporates good physics and good math -- AT THE SAME TIME!

NASA Astrophysics Data System (ADS)

Weisel, Derek

2007-03-01

Anyone with experience in physics education knows there is considerable consternation about how much trouble students can have during their first experience with physics. It is a common opinion that many students struggle in physics because of a weak math background. Recent research has shown that this is not always the case. Many students who have shown a tested proficiency in mathematics still struggle in physics. It is an important question to ask how a student who excels in mathematics can still struggle in physics. If this question can be answered it may open up new methods of instruction to aid all students. After discussion of this question, examples of curriculum that simultaneously meet common standards of physics and common standards of math will be shown.

The Role of Mothers' Communication in Promoting Motivation for Math and Science Course-Taking in High School.

PubMed

Hyde, Janet S; Canning, Elizabeth A; Rozek, Christopher S; Clarke, Emily; Hulleman, Chris S; Harackiewicz, Judith M

2017-03-01

In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboration and making personal connections to the adolescent. The number of science, technology, engineering, and mathematics courses taken in 12th grade was obtained from school records. Mothers' use of personal connections predicted adolescents' MS interest and utility value, as well as actual MS course-taking. Parents can play an important role in motivating their adolescent to take MS courses. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

It's a Kid's Job: Playing Helps Kids Learn and Grow

MedlinePlus

... and their colleagues found a link between preschoolers’ math skills and their ability to copy models of ... the later study of science, technology, engineering or math. “In a way, a child is becoming a ...

In Brief: Improving science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2010-09-01

Over the course of the next decade, 100,000 science, technology, engineering, and math (STEM) teachers should be recruited in the United States, and 1000 new STEM-focused schools should be created, according to a 16 September report, “Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future.” Noting that the United States lags behind other nations in STEM education at the elementary and secondary levels, the report, prepared by the President's Council of Advisors on Science and Technology, also recommends improving federal coordination and leadership on STEM education and supporting a state-led movement for shared standards in math and science. The release of the report coincides with President Barack Obama's announcement of the launch of Change the Equation, an organization that aims to help with math and science education. More information is available at http://www.whitehouse.gov/administration/eop/ostp and http://www.changetheequation.org/.

Ageism Discrimination Crowdlynching Shames Physics Pretentions of Intellectual Honesty and Ethics: Extension Throughout Universities Shaming Education By Bankrupting Overdebted Student Defrauding: Caveat Emptor!!!

NASA Astrophysics Data System (ADS)

Isalie, J.; Codben, Druid; Seidwinder, Gruald; Heiller, Ereich; Young, Muddlekent; Stuntley, Hugene; Siegel, L. E. E.; Deliesie, Charlatan

2014-03-01

Ageism discrimination sociological-dysfunctionality crowdlynching shames physics pretentions of intellectual honesty and ethics! Extension to other departments:philo.,psych.,geo.,maths shames claims of honest education:BU,HU,NEU,UW,SDSU,ICTP/SISSA. Defrauding overdebted students, would be ``sciences'' become alas mere séances! Witness:70 year old Edward Siegel,PhD(70) firsts:multiband Hubbard-model decades pre-``Emery'' with Rosen/Feynman[IBM Conf.Comp./Math.(86)] trendy/ hyped ``Q-computing'' in ANN AI, google search-engine Page-Brin adaption; pre-trendy nanophysics [PSS(a) 11, 45(72);Scripta Met.13,913(79)];decade-earlier GMR discoverer[JMMM 7,312(78)] pre ``Fert''-``Gruenberg'' decade-earlier acoustic-emission F =ma rediscovery in Bak/BNL-hyped SOC; FUZZYICS Aristotle SoO rediscovery eliminating jargonial-obfuscation plaguing physics via implementation of Cohen-Stewart[Collapse of Chaos:Discovering Simplicity in ``Complex'' World] called for compl-icity/ simple-xity both simultaneously automaticallybig-`data'disambiguation via HoT;AMS Joint Mtg.(02) proofs:FLT;P ≠NPBSD conj.,Riemann-hypothesis as BEC; Benford's-law inversion discovering digits = bosons; (87) Majorana-fermion & HDM discoverer in complex-quantum-statistics in fractal-dimensions; ``it's a jack-in-the-box'' universe cosmology.

National Geographic Society Kids Network: Report on 1994 teacher participants

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

In 1994, National Geographic Society Kids Network, a computer/telecommunications-based science curriculum, was presented to elementary and middle school teachers through summer programs sponsored by NGS and US DOE. The network program assists teachers in understanding the process of doing science; understanding the role of computers and telecommunications in the study of science, math, and engineering; and utilizing computers and telecommunications appropriately in the classroom. The program enables teacher to integrate science, math, and technology with other subjects with the ultimate goal of encouraging students of all abilities to pursue careers in science/math/engineering. This report assesses the impact of the networkmore » program on participating teachers.« less

Where Can We Find Future K-12 Science and Math Teachers? A Search by Academic Year, Discipline, and Academic Performance Level

ERIC Educational Resources Information Center

Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

2005-01-01

Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners…

"But I'm Not Good at Math": The Changing Salience of Mathematical Self-Concept in Shaping Women's and Men's STEM Aspirations

ERIC Educational Resources Information Center

Sax, Linda J.; Kanny, M. Allison; Riggers-Piehl, Tiffani A.; Whang, Hannah; Paulson, Laura N.

2015-01-01

Math self-concept (MSC) is considered an important predictor of the pursuit of science, technology, engineering and math (STEM) fields. Women's underrepresentation in the STEM fields is often attributed to their consistently lower ratings on MSC relative to men. Research in this area typically considers STEM in the aggregate and does not account…

Math Remediation for the College Bound: How Teachers Can Close the Gap, from the Basics through Algebra

ERIC Educational Resources Information Center

Khatri, Daryao

2011-01-01

Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This…

Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

NASA Astrophysics Data System (ADS)

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and recommendations for future research are included.

Succeeding as a Student in the STEM Fields with an Invisible Disability: A College Handbook for Science, Technology, Engineering, and Math Students with Autism, ADD, Affective Disorders, or Learning Diffculties and Their Families

ERIC Educational Resources Information Center

Oslund, Christy

2013-01-01

The STEM fields (Science, Technology, Engineering and Math) attract many students with autism, ADD, affective disorders and related invisible disabilities who are highly intelligent and analytical, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning. This is a preparation…

Building on the foundation for an engineering career

NASA Technical Reports Server (NTRS)

White, Susan; White, Ruth

1994-01-01

A predictable and preventable hurdle stops a majority of young women from entering the scientific and technical fields. This cuts down the individual's career possibilities and cuts in half the pool of potential U.S. engineers later available to industry. The waste of talent does not advance our country's competitive position. The typical American adolescent girl has acquired all the basic mathematical skills needed to pursue science and math, but, from adolescence on, she does not build the foundation of science and math courses that she would need later in life to work in engineering. Several questions are addressed: Why are some young women stopped cold in their mathematical tracks during adolescence? What is the influence of psychology, including discussion of the personality traits quantifiably shared by women in technical fields? and How should the school system adapt to keep their female charges learning math and science?

An Event to Encourage High School Students to Pursue College Degrees in Physics and Math

NASA Astrophysics Data System (ADS)

Bukiet, Bruce; Thomas, Gordon

2003-04-01

We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.

News Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

NASA Astrophysics Data System (ADS)

2011-09-01

Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

Undergraduate-postgraduate astronomy in Cambridge - a student's perspective

NASA Astrophysics Data System (ADS)

Williams, Robin

1991-01-01

This article describes the astronomical scene at Cambridge University from the point of view of a one-time graduate there: I'm now a first-year postgraduate. I progressed from an interest in Maths and Physics at sixth-form level to a degree in Physics and Theoretical Physics, a postgraduate Applied Maths and Theoretical Physics course (Part III) and now to the Institute of Astronomy.

NREL Summer Interns Climb to New Heights | News | NREL

Science.gov Websites

, Technology, Engineering, and Math teacher interns; six National Science Foundation and U.S. Department of , said, "As a kid, I loved making and taking things apart. I was best at science and math in school

Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need-Based Grants on the Completion of Science, Technology, Engineering, and Math Courses and Degrees

ERIC Educational Resources Information Center

Castleman, Benjamin L.; Long, Bridget Terry; Mabel, Zachary

2018-01-01

Although workers in science, technology, engineering, and math (STEM) fields earn above-average wages, the number of college graduates prepared for STEM jobs lags behind employer demand. A key question is how to recruit and retain college students in STEM majors. We offer new evidence on the role of financial aid in supporting STEM attainment.…

Application of Microsoft's ActiveX and DirectX technologies to the visulization of physical system dynamics

NASA Astrophysics Data System (ADS)

Mann, Christopher; Narasimhamurthi, Natarajan

1998-08-01

This paper discusses a specific implementation of a web and complement based simulation systems. The overall simulation container is implemented within a web page viewed with Microsoft's Internet Explorer 4.0 web browser. Microsoft's ActiveX/Distributed Component Object Model object interfaces are used in conjunction with the Microsoft DirectX graphics APIs to provide visualization functionality for the simulation. The MathWorks' Matlab computer aided control system design program is used as an ActiveX automation server to provide the compute engine for the simulations.

The Physics of NASCAR

NASA Astrophysics Data System (ADS)

Leslie-Pelecky, Diandra

2008-10-01

A group of racecars piloted by the best drivers in NASCAR are turning a corner. Without warning, one of the cars suddenly hits the outside wall. There were no engine failures, no flat tires, and none of the cars touched so what happened? Understanding and being able to apply physics is a necessary (but far from sufficient) condition for winning races.ootnotetextDiandra Leslie-Pelecky, The Physics of NASCAR (Dutton, New York City, 2008). Every competitive race team has a technical staff involved in everything from applied engineering to basic research and development. Aerodynamicists, chemical engineers, statisticians and physicists have become important participants in the high-stakes world of motorsports. Although some drivers have engineering degrees, even those without them have developed a highly intuitive understanding of physics -- you don't keep your job long without a working knowledge of Newton's Laws of Motion. The inherent science in NASCAR is of interest at many levels, from the fan who wants to understand changes made to the car at pit stops to nanomaterials researchers looking for new ways to make racing simultaneously faster and safer. This presentation will introduce some of the fascinating physics of NASCAR and give teachers some ideas to use in the classroom. I'll touch on a range of topics from: how computational fluid dynamics is used to address the aerodynamic changes that challenge the driver by making his car behave differently around every corner; how advanced materials such as energy-absorbing foams have made racing significantly safer; and how nanoparticles may be able to keep engines from overheating despite running at 9500 rpm for three or four hours. Finally, I'll explore NASCAR, its teams and its sponsors are helping address the challenge of getting people interest math and science.

2018 WINTER TRI-Association Small Business Advisory Panel (TRIAD) Conference

DTIC Science & Technology

2018-01-30

Senior Staff Officer, Deputy Assistant Secretary, Acquisition – SAF/ AQC, Pentagon; Branch Chief, Math & Science Division of the Air Force Office...encourage the pursuit of careers in science, technology, engineering and math (STEM). CAROL WOODEN Director of Supplier Diversity, Corporate Supply

Assessment of factors impacting success for incoming college engineering students in a summer bridge program

NASA Astrophysics Data System (ADS)

Reisel, John R.; Jablonski, Marissa; Hosseini, Hossein; Munson, Ethan

2012-06-01

A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination. The students retake the university's math placement examination after completing the bridge program to determine if they then place into a higher-level mathematics course. If the students improve their math placement, the program is considered successful for that student. The math portion of the bridge program is designed around using the ALEKS software package for targeted, self-guided learning. In the 2007 and 2008 versions of the program, both an on-line version and an on-campus version with additional instruction were offered. In 2009 and 2010, the program was exclusively in an on-campus format, and also featured a required residential component and additional engineering activities for the students. From the results of these four programs, we are able to evaluate the success of the program in its different formats. In addition, data has been collected and analysed regarding the impact of other factors on the program's success. The factors include student preparation before the beginning of the program (as measured by math ACT scores) and the amount of time the student spent working on the material during the program. Better math preparation and the amount of time spent on the program were found to be good indicators of success. Furthermore, the on-campus version of the program is more effective than the on-line version.

Gender and engineering aptitude: Is the color of science, technology, engineering, and math materials related to children's performance?

PubMed

Mulvey, Kelly Lynn; Miller, Bridget; Rizzardi, Victoria

2017-08-01

To investigate gender stereotypes, demonstrated engineering aptitude, and attitudes, children (N=105) solved an engineering problem using either pastel-colored or primary-colored materials. Participants also evaluated the acceptability of denial of access to engineering materials based on gender and counter-stereotypic preferences (i.e., a boy who prefers pastel-colored materials). Whereas material color was not related to differences in female participants' performance, younger boys assigned to pastel materials demonstrated lower engineering aptitude than did other participants. In addition, results documented age- and gender-related differences; younger participants, and sometimes boys, exhibited less flexibility regarding gender stereotypes than did older and female participants. The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences. Copyright © 2017 Elsevier Inc. All rights reserved.

Studies in the Control of Stochastic Systems

DTIC Science & Technology

2017-10-31

scientists and engineers. 2. Math Awareness Months (MAM) (Every April for the past twenty-three years) Agenda: workshops each year for fifth...graders from two schools on different days, math competitions on the first Saturday of April, lectures for a broad audience, MAM declarations from city...and state. Math Competitions at three levels: 3-6 grades, 8-9 grades and 9-12 grades: the local schools, the schools in Kansas City and Topeka are

Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works

NASA Astrophysics Data System (ADS)

Peterson, K.; Jesse, J.; Migus, L. H.

2012-08-01

Diversity in science, technology, engineering, and mathematics (STEM) education and careers occupies center stage in national discussions on U.S. competitiveness in the 21st century. Women constitute roughly half the total workforce in the U.S., but they hold just 25% of mathematical and science jobs and 11% of engineering jobs. Women earn nearly 60% of all bachelors and masters degrees, except in physics, computer science, and engineering, where the percentages are 20-25%. This disparity is even more pronounced at the doctoral level, where women earn fewer than 20% of awarded Ph.D.'s in physics or engineering. However, at the high school level, there is far less gender disparity: both female and male students take comparable advanced physical science and math courses. What, then, accounts for the lack of gender diversity in STEM advanced education and career paths? In fact, there is no consensus even among experts. So, what information and strategies do the EPO community need to know and include as part of designing and implementing programs to encourage more girls and women to engage in STEM for the long term? The panelists will discuss foundational and current research on pressing questions on why these trends exist and what can be done to change them. They will highlight research and evaluation results from programs that are successfully engaging girls in STEM.

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

NASA Astrophysics Data System (ADS)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Transfer Students | College of Engineering & Applied Science

Science.gov Websites

the equivalent of: Math 232 (Calc 2) with the grade of a C or better Chemistry 104 or 105 for have completed the equivalent of: Math 231 (Calc 1) with a grade of a C or better Completed at least 12

RT-173: Helix, 2017 Helix Technical Report

DTIC Science & Technology

2018-01-16

proficiency areas, each of which contains several related groups of skills, or categories, as described below: 1. Math /Science/General Engineering...at the time of the assessment. The six different areas are defined in Table 2. Table 2: Atlas Proficiency Area Definitions Area Definition Math

Bubble Babies

ERIC Educational Resources Information Center

Pike, Lisa; Rentsch, Jeremy

2017-01-01

This math activity focuses on experimental design while connecting math with life science. It is important that the science and engineering practices (SEPs) are not taught as a separate "unit" but integrated within the curriculum wherever possible. The focus is on experimental design to teach animal behavior. Students predict and test…

Transforming the advanced lab: Part I - Learning goals

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin; Finkelstein, Noah; Lewandowski, H. J.

2012-02-01

Within the physics education research community relatively little attention has been given to laboratory courses, especially at the upper-division undergraduate level. As part of transforming our senior-level Optics and Modern Physics Lab at the University of Colorado Boulder we are developing learning goals, revising curricula, and creating assessments. In this paper, we report on the establishment of our learning goals and a surrounding framework that have emerged from discussions with a wide variety of faculty, from a review of the literature on labs, and from identifying the goals of existing lab courses. Our goals go beyond those of specific physics content and apparatus, allowing instructors to personalize them to their contexts. We report on four broad themes and associated learning goals: Modeling (math-physics-data connection, statistical error analysis, systematic error, modeling of engineered "black boxes"), Design (of experiments, apparatus, programs, troubleshooting), Communication, and Technical Lab Skills (computer-aided data analysis, LabVIEW, test and measurement equipment).

ENGage: The use of space and pixel art for increasing primary school children's interest in science, technology, engineering and mathematics

NASA Astrophysics Data System (ADS)

Roberts, Simon J.

2014-01-01

The Faculty of Engineering at The University of Nottingham, UK, has developed interdisciplinary, hands-on workshops for primary schools that introduce space technology, its relevance to everyday life and the importance of science, technology, engineering and maths. The workshop activities for 7-11 year olds highlight the roles that space and satellite technology play in observing and monitoring the Earth's biosphere as well as being vital to communications in the modern digital world. The programme also provides links to 'how science works', the environment and citizenship and uses pixel art through the medium of digital photography to demonstrate the importance of maths in a novel and unconventional manner. The interactive programme of activities provides learners with an opportunity to meet 'real' scientists and engineers, with one of the key messages from the day being that anyone can become involved in science and engineering whatever their ability or subject of interest. The methodology introduces the role of scientists and engineers using space technology themes, but it could easily be adapted for use with any inspirational topic. Analysis of learners' perceptions of science, technology, engineering and maths before and after participating in ENGage showed very positive and significant changes in their attitudes to these subjects and an increase in the number of children thinking they would be interested and capable in pursuing a career in science and engineering. This paper provides an overview of the activities, the methodology, the evaluation process and results.

STEAMakers- a global initiative to connect STEM career professionals with the public to inspire the next generation and nurture a creative approach to science, technology, maths & engineering

NASA Astrophysics Data System (ADS)

Shaw, Niamh; Sorkhabi, Elburz; Gasquez, Oriol; Yajima, Saho

2016-04-01

STEAMakers is a global initiative founded by Niamh Shaw, Elburz Sorkhabi, Oriol Gasquez & Saho Yajima, four alumni of The International Space University's Space Studies Programme 2015 who each shared a vision to inspire the next generation to embrace science, technology, engineering & maths (STEM) in new ways, by embedding the Arts within STEM, putting the 'A' in STEAM. STEAMakers invited STEM professionals around the world to join their community, providing training and a suite of STEAM events, specially designed to encourage students to perceive science, technology, engineering & maths as a set of tools with which to create, design, troubleshoot, innovate, and imagine. The ultimate goal of STEAMakers is to grow this community and create a global culture of non-linear learning among the next generation, to nurture within them a new multidisciplinary mindset and incubate new forms of innovation and thought leadership required for the future through the power of inspiration and creativity.

DoD Science and Engineering Apprenticeship Program for High-School Students

DTIC Science & Technology

1995-06-01

Mu Alpha Theta for Computers, Calculus, Integral Calculus, and Precalculus ; 1994 Georgia Tech Distinguished Math Scholar; Captain of First Place...Computers. Calr.uIns. TntPg^i Painii»«. and Precalculus ; 1994 Georgia Tech Distinguished Math Scholar;.Captain of.First.Place Brain Bowl

Teaching Math to the Talented

ERIC Educational Resources Information Center

Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

2011-01-01

Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at…

Improving Math Success in Higher Education Institutions

ERIC Educational Resources Information Center

Bisk, Richard

2013-01-01

Many students begin higher education unprepared for college-level work in mathematics and must take non-credit developmental courses. Furthermore, many are "math-phobic" and avoid courses, majors and careers that involve quantitative work. Yet science, technology, engineering and mathematics (STEM) fields are among the few job-growth…

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

PubMed

Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

2017-08-01

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Awards for the Particle Adventure

Science.gov Websites

National Clearinghouse (ENC) collects both physical and virtual resources useful to math and science sites include valuable math and/or science content, teacher appeal, clear navigational aids, and that to the best science and math sites on the Internet Magellan A must-have site for budding (and

Math & the Dyslexic: Making the Abstract Concrete.

ERIC Educational Resources Information Center

Kitzen, Kay

1983-01-01

Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in…

An Analysis of Naval Officer Student Academic Performance in the Operations Analysis Curriculum in Relationship to Academic Profile Codes and other Factors.

DTIC Science & Technology

1985-09-01

Code 0 Physics (Calculus-Based) or Physical Science niscioline 0----------------------------------------- lR averaqe...opportunity for fficers with inadequate math- ematical and physical science backgrounds to establish a good math foundation to be able to gualify for a...technical curricu2um [Ref. 5: page 36]. There is also a six week refresher available that is designed to rapidly cover the calculus and physics

I "Still" Wanna Be an Engineer! Women, Education and the Engineering Profession

ERIC Educational Resources Information Center

Gill, Judith; Sharp, Rhonda; Mills, Julie; Franzway, Suzanne

2008-01-01

Women's low enrolment in post-school engineering degrees continues to be a problem for engineering faculties and the profession generally. A qualitative interview-based study of Australian women engineers across the range of engineering disciplines showed the relevance of success in math and science at school to their enrolling in engineering at…

Math and Science Education for the California Workforce: It Starts with K-12

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Workforce projections worldwide show a growing need for people with strong backgrounds in math and science. As the eighth largest economy in the world, California benefits particularly from enterprises in the "STEM" fields (science, technology, engineering, and mathematics). How well California's current public school students are…

Can't Do Maths--Understanding Students' Maths Anxiety

ERIC Educational Resources Information Center

Metje, N.; Frank, H. L.; Croft, P.

2007-01-01

The number of students continuing with their mathematics education post GCSE level has declined in recent years and hence students entering Engineering degrees are reducing. The University of Birmingham recognized this problem and introduced the Suite of Technology programme (STP) which no longer requires students to have A-level mathematics.…

Naval Medical R and D News, January 2018, Volume X, Issue 1

DTIC Science & Technology

2018-01-01

high school science, technology, engineering, and math (STEM) teachers toured the Naval Health Research Center (NHRC), Jan. 12, to see a working...lab into the classroom to promote hands-on science education. The teachers, whose subjects ranged from math and chemistry to biomedical sciences, came

Invisible Thread: Pre-Service Success Indicators Among Marine General Officers

DTIC Science & Technology

2017-12-01

Science and Math Majors, Environment-Related Majors, Business Majors, Engineering & Technology Majors, Language, Literature & Social Science Majors...did get a chemistry set. So, you know, we were trying to mash up electronics and chemistry. So, yes so that was you know, my love for math and

Profiles of State-Supported Residential Math and Science Schools

ERIC Educational Resources Information Center

Jones, Brent M.

2009-01-01

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and…

How to Start a STEM Team

ERIC Educational Resources Information Center

Hughes, Bill

2009-01-01

The United States' poor performance in teaching math and science eliminates many of the best and brightest school children from the ranks of future scientists and engineers. With little chance to learn in school how science and math skills might translate into professionally useful knowledge, students are unable to make informed choices about…

The Math, Science, & Manufacturing Collaborative.

ERIC Educational Resources Information Center

Abate, Ronald J.

The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to "real world" situations that they will face as they transition into the workplace of the…

Buoys and Springs--Building Connections between Math and Physics

ERIC Educational Resources Information Center

Tenhoff, Amanda C.; Gerenz, Adam J.; Jalkio, Jeffrey A.

2016-01-01

Students often tend to compartmentalize material learned in school. While we see this phenomenon within our own classes, it is even more apparent that students have difficulty making connections between their math and physics courses. We believe that hands-on experiments are particularly useful in helping students make these connections. In this…

The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls

ERIC Educational Resources Information Center

Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.

2015-01-01

We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…

Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland.

PubMed

Chow, Angela; Eccles, Jacquelynne S; Salmela-Aro, Katariina

2012-11-01

Two independent studies were conducted to extend previous research by examining the associations between task value priority patterns across school subjects and aspirations toward the physical and information technology- (IT-) related sciences. Study 1 measured task values of a sample of 10th graders in the United States (N = 249) across (a) physics and chemistry, (b) math, and (c) English. Study 2 measured task values of a sample of students in the second year of high school in Finland (N = 351) across (a) math and science, (b) Finnish, and (c) the arts and physical education. In both studies, students were classified into groups according to how they ranked math and science in relation to the other subjects. Regression analyses indicated that task value group membership significantly predicted subsequent aspirations toward physical and IT-related sciences measured 1-2 years later. The task value groups who placed the highest priority on math and science were significantly more likely to aspire to physical and IT-related sciences than were the other groups. These findings provide support for the theoretical assumption regarding the predictive role of intraindividual hierarchical patterns of task values for subsequent preferences and choices suggested by the Eccles [Parsons] (1983) expectancy-value model.

Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

NASA Astrophysics Data System (ADS)

Huebner, P.

2003-12-01

Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes of students as well.

Civil Engineering: Improving the Quality of Life.

ERIC Educational Resources Information Center

One Feather, Sandra

2002-01-01

American Indian civil engineers describe the educational paths that led them to their engineering careers, applications of civil engineering in reservation communities, necessary job skills, opportunities afforded by internship programs, continuing education, and the importance of early preparation in math and science. Addresses of 12 resource Web…

Stationary Engineering. Science Manual--2.

ERIC Educational Resources Information Center

Frost, Harold J.; Steingress, Frederick M.

This second-year student manual contains 140 brief related science lessons applying science and math to trade activities in the field of stationary engineering. The lessons are organized into 16 units: (1) Introduction to Stationary Engineering, (2) Engineering Fundamentals, (3) Steam Boilers, (4) Boiler Fittings, (5) Boilerroom System, (6)…

Engineering Encounters: Catch Me if You Can!

ERIC Educational Resources Information Center

Lott, Kimberly; Wallin, Mark; Roghaar, Deborah; Price, Tyson

2013-01-01

A science, technology, engineering, and math (STEM) activity is any activity that integrates the use of science, technology, engineering, and mathematics to solve a problem. Traditionally, STEM activities are highly engaging and may involve competition among student teams. Young children are natural engineers and often times spontaneously build…

Does Curriculum Practical Training Affect Engineers' Workplace Outcomes? Evidence from an Engineer Survey in China

ERIC Educational Resources Information Center

Li, Jing; Zhang, Yu; Tsang, Mun; Li, Manli

2015-01-01

With the increasing attention to STEM (Science, Technology, Engineering, and Math), hands-on Curriculum Practical Training (CPT) has been expanding rapidly worldwide as a requirement of the undergraduate engineering education. In China, a typical CPT for undergraduate engineering students requires several weeks of hands-on training in the…

Freshman Engineering Retention: A Holistic Look

ERIC Educational Resources Information Center

Honken, Nora; Ralston, Patricia A. S.

2013-01-01

The ability to increase the number of engineering graduates depends on many factors including our country's P-16+ educational system, the job market and the engineering professions. Students need to be prepared for the rigorous math and science components of engineering programs, but they also must have interest in engineering as a profession,…

Design and Assessment of an "Engineering" Course for Non-Majors

ERIC Educational Resources Information Center

Sorby, Sheryl A.; Oppliger, Douglas E.; Boersma, Norma

2006-01-01

As a profession, engineering is not well understood by the general public. Engineers are perceived as "geeks" who love math and who have few interests outside of technical work. In short, the engineering profession has an image problem. In order to counteract this negative stereotyping, an engineering course for non-majors was developed…

Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

ERIC Educational Resources Information Center

Valtorta, Clara G.; Berland, Leema K.

2015-01-01

Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing…

Fueling Interest in Science: An After-School Program Model that Works

ERIC Educational Resources Information Center

Koenig, Kathleen; Hanson, Margaret

2008-01-01

As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

Math and Science Teachers: Recruiting and Retaining California's Workforce. Policy Brief

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California's efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared…

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden visits with students from Albert Hill Middle School during a visit to the MathScience Innovation Center, Friday, Jan. 28, 2011, in Richmond, Va. During his visit, Bolden highlighted the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. Photo Credit:(NASA/Paul E. Alers)

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden speaks to students from Albert Hill Middle School during a visit to the MathScience Innovation Center, Friday, Jan. 28, 2011, in Richmond, Va. During his talk, Bolden highlighted the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. Photo Credit (NASA/Paul E. Alers)

See the Math behind the Medicine

ERIC Educational Resources Information Center

Saunders, Marnie M.

2010-01-01

To promote math and science, this author designed an activity to show students that biomedical fields are within their reach. The activity has three distinct goals: (1) To introduce the field of biomedical engineering to students and encourage them in these career pursuits; (2) To give them hands-on experience conducting a biomechanical test; and…

Emerging Scholars: The Class of 2008

ERIC Educational Resources Information Center

Forde, Dana; Lum, Lydia; Nealy, Michelle J.; Pluviose, David; Roach, Ronald; Rogers, Ibram; Rolo, Mark Anthony; Seymour, Add, Jr., Valdata, Patricia; Watson, Jamal

2008-01-01

This year's crop of "Emerging Scholars"--The Class of 2008--includes a math biologist who was only the second woman to receive the Alfred P. Sloan Fellowship in math; a geneticist who recently became one of 20 winners of the National Science Foundation's Presidential Early Career Awards for Scientists and Engineers; and an extensively published…

Math, Science, and Technology in the Early Grades

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2016-01-01

Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess…

Robots Bring Math-Powered Ideas to Life

ERIC Educational Resources Information Center

Allen, Kasi C.

2013-01-01

What if every middle school student learned to create a robot in math class? What if every middle school had a robotics team? Would students view mathematics differently? Would they have a different relationship with technology? Might they see science and engineering as fields driven by innovation rather than memorization? As students find…

Age at Menarche and Choice of College Major: Implications for STEM Majors

ERIC Educational Resources Information Center

Brenner-Shuman, Anna; Waren, Warren

2013-01-01

Even though boys and girls in childhood perform similarly in math and spatial thinking, after puberty fewer young women pursue majors that emphasize abilities such as science, technology, engineering, and math (STEM) in college. If postpubertal feminization contributes to a lower likelihood of choosing STEM majors, then young women who enter…

Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology

ERIC Educational Resources Information Center

Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Godin, Fanny; Tarabulsy, George M; Deschenes, Claire

2011-01-01

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control…

Quinceaneras and Quadratics: Experiences of Latinas in State-Supported Residential Schools of Science and Math

ERIC Educational Resources Information Center

Sayman, Donna M.

2013-01-01

This qualitative study sought to understand the experiences of Latinas enrolled in residential state schools of science, technology, engineering, and math (STEM). Goals of the study focused on understanding experiences and identifying factors such as decisions to enroll, barriers and supports, and issues contributing to retention. These schools…

"I Was Scared to Be the Stupid": Latinas in Residential Academies of Science and Math

ERIC Educational Resources Information Center

Sayman, Donna

2015-01-01

This study examines the experiences of Latinas in state residential academies of science, technology, engineering, and math (STEM). Goals of this project focused on understanding their experiences and identifying factors leading to the decision to enroll, along with issues contributing to retention. These schools represent powerful opportunities…

Math Model for Naval Ship Handling Trainer.

ERIC Educational Resources Information Center

Golovcsenko, Igor V.

The report describes the math model for an experimental ship handling trainer. The training task is that of a replenishment operation at sea. The model includes equations for ship dynamics of a destroyer, propeller-engine response times, ship separation, interaction effects between supply ship and destroyer, and outputs to a visual display system.…

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

ERIC Educational Resources Information Center

Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

2017-01-01

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

The Importance of Early Attitudes toward Mathematics and Science

ERIC Educational Resources Information Center

Ing, Marsh; Nylund-Gibson, Karen

2017-01-01

Background/Context: Given the importance of increasing student participation in science, technology, engineering, and math (STEM), there is a need to understand how factors such as student's attitudes toward math and science in middle and high school are linked to their later college and career choices. Purpose/Objective/Research Question/Focus of…

The Effects of Motivation on Student Performance on Science Assessments

ERIC Educational Resources Information Center

Glenn, Tina Heard

2013-01-01

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly…

Geotechnical engineering in US elementary schools

NASA Astrophysics Data System (ADS)

Suescun-Florez, Eduardo; Iskander, Magued; Kapila, Vikram; Cain, Ryan

2013-06-01

This paper reports on the results of several geotechnical engineering-related science activities conducted with elementary-school students. Activities presented include soil permeability, contact stress, soil stratigraphy, shallow and deep foundations, and erosion in rivers. The permeability activity employed the LEGO NXT platform for data acquisition, the soil profile and foundations activity employed natural and transparent soils as well as LEGO-based foundation models, and the erosion activity utilised a 3D printer to assist with construction of building models. The activities seek to enhance students' academic achievement, excite them about geotechnical engineering, and motivate them to study science and math. Pre- and post-activity evaluations were conducted to assess both the suitability of the activities and the students' learning. Initial results show that students gain a reasonable understanding of engineering principles. Moreover, the geotechnical engineering activities provided students an opportunity to apply their math skills and science knowledge.

ERRATUM: Papers published in incorrect sections

NASA Astrophysics Data System (ADS)

2004-04-01

A number of J. Phys. A: Math. Gen. articles have mistakenly been placed in the wrong subject section in recent issues of the journal. We would like to apologize to the authors of these articles for publishing their papers in the Fluid and Plasma Theory section. The correct section for each article is given below. Statistical Physics Issue 4: Microcanonical entropy for small magnetizations Behringer H 2004 J. Phys. A: Math. Gen. 37 1443 Mathematical Physics Issue 9: On the solution of fractional evolution equations Kilbas A A, Pierantozzi T, Trujillo J J and Vázquez L 2004 J. Phys. A: Math. Gen. 37 3271 Quantum Mechanics and Quantum Information Theory Issue 6: New exactly solvable isospectral partners for PT-symmetric potentials Sinha A and Roy P 2004 J. Phys. A: Math. Gen. 37 2509 Issue 9: Symplectically entangled states and their applications to coding Vourdas A 2004 J. Phys. A: Math. Gen. 37 3305 Classical and Quantum Field Theory Issue 6: Pairing of parafermions of order 2: seniority model Nelson C A 2004 J. Phys. A: Math. Gen. 37 2497 Issue 7: Jordan-Schwinger map, 3D harmonic oscillator constants of motion, and classical and quantum parameters characterizing electromagnetic wave polarization Mota R D, Xicoténcatl M A and Granados V D 2004 J. Phys. A: Math. Gen. 37 2835 Issue 9: Could only fermions be elementary? Lev F M 2004 J. Phys. A: Math. Gen. 37 3285

Framework and Implementation for Improving Physics Essential Skills via Computer-Based Practice: Vector Math

ERIC Educational Resources Information Center

Mikula, Brendon D.; Heckler, Andrew F.

2017-01-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with…

Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics

NASA Astrophysics Data System (ADS)

Lewis, Karyn L.; Stout, Jane G.; Pollock, Steven J.; Finkelstein, Noah D.; Ito, Tiffany A.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] A number of cultural, social, environmental, and biological factors have been suggested to explain women's relatively lower representation in physics and other science, technology, engineering, and math (STEM) fields. Given its persistence, the causes of gender disparities are likely to be complex and multiply determined. In this review paper, we discuss how a sense of belonging relates to women's interest, persistence, and achievement in physics. We explore what it means to "fit in" and belong in academic contexts, the situational and interpersonal antecedents to belonging, and the consequences of a lack of belonging. We review the empirical evidence for the efficacy of interventions designed to bolster a sense of belonging. Based on these interventions we conclude the paper with a number of practical recommendations to affirm women's sense of belonging and create more welcoming and inclusive physics environments for all students.

Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning

NASA Astrophysics Data System (ADS)

Saad, Marissa Elizabeth

The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from Valley Middle School in Grand Forks, North Dakota. It was hypothesized that after the students designed, constructed, launched, and analyzed their payload experiments, they would have an increased affinity for high school science and math classes. A pre- and post-survey was distributed to the students (n=124), before and after the project to analyze how effective this engineering and space mission was regarding high school STEM interests. The surveys were statistically analyzed, comparing means by the Student's t-Test, specifically the Welch-Satterthwaite test. Female students displayed a 57.1% increase in math and a 63.6% increase in science; male students displayed a 46.6% increase in science and 0% increase in math. Most Likert-scale survey questions experienced no statistically significant change, supporting the null hypothesis. The only survey question that supported the hypothesis was, "I Think Engineers Work Alone," which experienced a 0.24% decrease in student understanding. The results suggest that integrating a three-week long Near Space Balloon project into middle school curricula will not directly influence the students' excitement to pursue STEM subjects and careers. An extensive, yearlong ballooning mission is recommended so that it can be integrated with multiple core subjects. Using such an innovative pedagogy method as with this balloon launch will help students master the scientific process and experience real team collaboration, as they did in this successful mission.

KSC-2012-2761

NASA Image and Video Library

2012-05-14

CAPE CANAVERAL, Fla. – Dr. Phil Metzger demonstrates an experiment to study the physics of granular materials to students in the Granular Physics and Regolith Operations Lab at the Space Life Sciences Lab facility. The 26 honor students in chemistry and biology and their teachers got a chance to visit a number of high-tech labs at Kennedy Space Center as part of an effort to encourage students in the areas of science, technology, engineering and math. The tenth and eleventh grade students from Terry Parker High School in Jacksonville, Fla., visited a number of vastly different labs during their one-day tour. The group's visit to Kennedy was hosted by the Education Office as part of a nationwide effort by the National Lab Network to help introduce the nation's students to science careers. Photo credit: NASA/Jim Grossmann

Building Alaska's Science and Engineering Pipeline: Evaluation of the Alaska Native Science & Engineering Program

ERIC Educational Resources Information Center

Bernstein, Hamutal; Martin, Carlos; Eyster, Lauren; Anderson, Theresa; Owen, Stephanie; Martin-Caughey, Amanda

2015-01-01

The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science & Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM)…

Examining Teachers' Perspectives on an Implementation of Elementary Engineering Teacher Professional Development

ERIC Educational Resources Information Center

Boots, Nikki Kim

2013-01-01

The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the "Next Generation Science Standards" (2012b), engineering is being more formally integrated…

Disciplinary Literacies in an Engineering Club: Exploring Productive Communication and the Engineering Design Process

ERIC Educational Resources Information Center

Shanahan, Lynn E.; McVee, Mary B.; Slivestri, Katarina N.; Haq, Kate

2016-01-01

This conceptual article addresses the question: What are the disciplinary literacy practices surrounding the Engineering Design Process (EDP) at the elementary level? Recent attention has focused on developing science, technology, engineering, and math (STEM) skills for U.S. students. In the United States, the Next Generation Science Standards and…

Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers

ERIC Educational Resources Information Center

Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore

2015-01-01

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…

Architecture: A Nexus of Creativity, Math, and Spatial Ability

ERIC Educational Resources Information Center

Senne, Jessica; Coxon, Steve V.

2016-01-01

The United States is dependent on innovations in science, technology, engineering, and math (STEM) fields for the growth of its economy and improvements to quality of life, but too few students are prepared for them. To help meet the challenges in filling the STEM pipeline, teachers of gifted elementary students can nurture important talents,…

How to Make STEM Education Cool for Students

ERIC Educational Resources Information Center

Steel, David

2012-01-01

Of all U.S. high school students who graduated in 2011, only 45 percent were ready for college-level math and a mere 30 percent were ready for science, according to ACT, a college-entrance testing agency. These data reflect the great challenge facing the United States in preparing students for science, technology, engineering, and math (STEM)…

Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

ERIC Educational Resources Information Center

Leaper, Campbell; Farkas, Timea; Brown, Christia Spears

2012-01-01

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse…

Meeting the STEM Workforce Demand: Accelerating Math Learning among Students Interested in STEM. BHEF Research Brief

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2011

2011-01-01

Efforts by federal and state governments to increase the STEM (science, technology, engineering and mathematics) workforce in support of innovation and competitiveness are frustrated by a shortage of adequately prepared and interested students. Less than half of 12th graders meet the math proficiency benchmark that indicates college readiness.…

The Role of Informal Science in the State Education Agenda. Issue Brief

ERIC Educational Resources Information Center

Thomasian, John

2012-01-01

Many governors have launched initiatives to raise student proficiency in math and science and encourage youth to pursue careers in STEM fields (i.e., science, technology, engineering, and math). Individuals with strong STEM skills play vital roles in technological innovation and economic growth and are rewarded with more secure jobs and higher…

Case Studies of a Robot-Based Game to Shape Interests and Hone Proportional Reasoning Skills

ERIC Educational Resources Information Center

Alfieri, Louis; Higashi, Ross; Shoop, Robin; Schunn, Christian D.

2015-01-01

Background: Robot-math is a term used to describe mathematics instruction centered on engineering, particularly robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges, and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the…

KSC-2014-3653

NASA Image and Video Library

2014-08-29

KISSIMMEE, Fla. – Guests at the Tom Joyner Family Reunion participate in "Learn and Spin Challenge," an opportunity to answer questions related to science, technology, engineering and math. Robert Smith asks a question as part of NASA’s educational theme during the five-day event. Behind Smith, to the left, is Debbie Houston who also supported the "Learn and Spin Challenge." The Tom Joyner Family Reunion is designed to present uplifting programs, entertainment and information about growing, diverse communities. An annual event of the nationally-syndicated Tom Joyner Morning Show, the many exhibits included NASA's participation focusing on encouraging young people to consider studies and careers in STEM -- science, technology, engineering and math. NASA's Education Division promoted the benefits of math and scientific learning along with career opportunities offered by the space agency. The activities took place at the Gaylord Palms Resort in Kissimmee, Florida, during the Labor Day weekend. Photo credit: NASA/Daniel Casper

Students from Pueblo Triumph in Colorado Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

Students from Aurora Triumph in Competition of the Mind

Science.gov Websites

fast-paced questions about physics, math, biology, astronomy, chemistry, computers and the earth educational programs to help stimulate young people's interest in science and math. NR-00797

High School Teams Compete in Science Bowl

Science.gov Websites

fire question and answer tournament which focuses on physics, math, biology, astronomy, chemistry National Science Bowl eight years ago to help stimulate interest in science and math. The competition has

National Science Bowl Competitors Win Trip to Colorado

Science.gov Websites

-elimination contests. Student teams faced off in a fast-paced match of questions about physics, math, biology stimulate students' interests in science and math. NR-02497 Follow NREL

Students from Aurora Triumph in Denver Regional Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

Reach Up for Math.

ERIC Educational Resources Information Center

Seguin, Barbara Rehmann

1984-01-01

The Suggestive Accelerative Learning and Teaching method uses music, group discussion, physical exercise, and relaxation techniques to reduce math anxiety in adult basic education students who want to enter vocational programs at Blackhawk Technical Institute (Wisconsin). (SK)

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

PubMed

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

PubMed Central

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

Enriching Science and Math through Engineering

ERIC Educational Resources Information Center

Redmond, Adrienne; Thomas, Julie; High, Karen; Scott, Margaret; Jordan, Pat; Dockers, Jean

2011-01-01

This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and…

Assessing Changes in Teachers' Attitudes toward Interdisciplinary STEM Teaching

ERIC Educational Resources Information Center

Al Salami, Mubarak K.; Makela, Carole J.; de Miranda, Michael A.

2017-01-01

Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students' interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge.…

Engineering Encounters: Building a Spaghetti Structure

ERIC Educational Resources Information Center

Llewellyn, Douglas; Pray, Sandra; DeRose, Rob; Ottman, William

2016-01-01

This column presents ideas and techniques to enhance science teaching. In this month's issue an upper elementary Science, technology, engineering, and math (STEM) challenge brings an engineer into the classroom while emphasizing cooperation, communication, and creativity. STEM activities come in various shapes and sizes. Some are quite involved…

Investigating the Extent That an Integrative Learning Module Broadens the Perception of First-Year Students about the Engineering Profession

ERIC Educational Resources Information Center

Singer, Kerri Patrick; Foutz, Tim; Navarro, Maria; Thompson, Sidney

2015-01-01

Engineers today need both engineering knowledge and social science knowledge to solve complex problems. However, most people have a traditional view of engineering as a field dominated by math and science foci, with little social consequence. This study examined and compared perceptions about engineering from Freshmen taking three different First…

Productive Communication in an Afterschool Engineering Club with Girls Who Are English Language Learners

ERIC Educational Resources Information Center

McVee, Mary; Silvestri, Katarina; Shanahan, Lynn; English, Ken

2017-01-01

This article [explores] the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more…

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

Colorado Students Contend in Competition of the Mind

Science.gov Websites

-paced match of questions about physics, math, biology, astronomy, chemistry, computers and the earth one of its premier educational programs to help stimulate young people's interest in science and math

Colorado Students Head to National Science Competition

Science.gov Websites

question and answer tournament that focuses on physics, math, biology, astronomy, chemistry, computers and nine years ago to help stimulate interest in science and math. The competition has evolved into one of

Students From Highlands Ranch Triumph in Colorado Science Bowl

Science.gov Websites

final round of rapid-fire questions about physics, math, biology, astronomy, chemistry, computers and interest in science and math. The competition has evolved into one of the Energy Department's premier

Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

ERIC Educational Resources Information Center

Vakili, Khatoon; Pourrazavy, Zinat alsadat

2017-01-01

The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

STEMujeres: A case study of the life stories of first-generation Latina engineers and scientists

NASA Astrophysics Data System (ADS)

Vielma, Karina I.

Research points to the many obstacles that first-generation, Latina students face when attempting to enter fields in science, technology, engineering, and mathematics, STEM. This qualitative, case study examined the personal and educational experiences of first-generation Latina women who successfully navigated the STEM educational pipeline earning bachelor's, master's, and doctoral degrees in various fields of engineering. Three research questions guided the study: (1) How does a first-generation Latina engineer and scientist describe her life experiences as she became interested in STEM? (2) How does she describe her educational experiences as she navigated the educational pipeline in the physics, mathematics, and/or engineering field(s)? (3) How did she respond to challenges, obstacles and microaggressions, if any, while navigating the STEM educational pipeline? The study was designed using a combination of Critical Race Theory frameworks---Chicana feminist theory and racial microaggressions. Through a life history case study approach, the women shared their stories of success. With the participants' help, influential persons in their educational paths were identified and interviewed. Data were analyzed using crystallization and thematic results indicated that all women in this study identified their parents as planting the seed of interest through the introduction of mathematics. The women unknowingly prepared to enter the STEM fields by taking math and science coursework. They were guided to apply to STEM universities and academic programs by others who knew about their interest in math and science including teachers, counselors, and level-up peers---students close in age who were just a step more advanced in the educational pipeline. The women also drew from previous familial struggles to guide their perseverance and motivation toward educational degree completion. The lives of the women where complex and intersected with various forms of racism including gender, race, class, legality and power. In many instances, the women used their knowledge to help other STEMujeres advance.

Re-enJEANeering STEM Education: Math Options Summer Camp

ERIC Educational Resources Information Center

Dave, Vibhuti; Blasko, Dawn; Holliday-Darr, Kathryn; Kremer, Jennifer Trich; Edwards, Robert; Ford, Melanie; Lenhardt, Lucy; Hido, Barbara

2010-01-01

Although the number of women majoring in engineering and engineering technology has increased in the last few decades, percentages lag behind those in other STEM disciplines. Young women often have misperceptions about the nature of engineering, and that leads to lack of interest. Engineering is often seen as men's work. They do not understand how…

Same Courses, Different Outcomes? Variations in Confidence, Experience, and Preparation in Engineering Design. Research Brief

ERIC Educational Resources Information Center

Morozov, Andrew; Kilgore, Deborah; Yasuhara, Ken; Atman, Cindy

2008-01-01

There is evidence in the literature that women have lower confidence in their skills and knowledge than men, particularly in areas considered crucial for engineering, like math and science. This difference has been linked to gender gaps in engineering enrollment and persistence. This study of engineering students extends research on gender…

The Efficacy of Surface Haptics and Force Feedback in Education

ERIC Educational Resources Information Center

Gorlewicz, Jenna Lynn

2013-01-01

This dissertation bridges the fields of haptics, engineering, and education to realize some of the potential benefits haptic devices may have in Science, Technology, Engineering, and Math (STEM) education. Specifically, this dissertation demonstrates the development, implementation, and assessment of two haptic devices in engineering and math…

Re-engineering Engineering Education

ERIC Educational Resources Information Center

Gordon, Bernard M.; Silevitch, Michael B.

2009-01-01

In 2005, leaders gathered by the National Association of Manufacturers declared yet another "STEM" emergency. In the face of global competition, they argued, the number of bachelor's degrees awarded annually to U.S. students in science, math and engineering must double by 2015. In fact, the need for STEM talent is even more critical…

Evaluation of the Alaska Native Science & Engineering Program (ANSEP). Research Report

ERIC Educational Resources Information Center

Bernstein, Hamutal; Martin, Carlos; Eyster, Lauren; Anderson, Theresa; Owen, Stephanie; Martin-Caughey, Amanda

2015-01-01

The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science & Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM)…

Facilitating an Elementary Engineering Design Process Module

ERIC Educational Resources Information Center

Hill-Cunningham, P. Renee; Mott, Michael S.; Hunt, Anna-Blair

2018-01-01

STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a…

Leading Practice in Space Education: Successful Approaches by Specialist Schools

ERIC Educational Resources Information Center

Schools Network, 2010

2010-01-01

The aim of the Government's Science, Technology, Engineering and Mathematics (STEM) programme is to ensure Britain's future success as a major centre for science, engineering and innovation. Specialist science, technology, engineering and maths & computing colleges help to drive this programme by becoming centres of excellence in STEM…

Addressing the STEM Challenge by Expanding Specialty Math and Science High Schools

ERIC Educational Resources Information Center

Atkinson, Robert D.; Hugo, Janet; Lundgren, Dennis; Shapiro, Martin J.; Thomas, Jerald

2007-01-01

If America is to succeed in the innovation-powered global economy, boosting math and science skills will be critical. This is why a wide array of task forces and organizations has recently raised the clarion call for more and better scientists and engineers. While the policy proposals offered are wide ranging, one key policy innovation has…

English Language Learners' (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College

ERIC Educational Resources Information Center

Shi, Qi

2017-01-01

Using data from the Educational Longitudinal Study: 2002, the present study examined the effects of demographic variables, high school math course-taking and high school GPA on ELL students' STEM course-taking, achievement and attainment in college. Regression analysis showed female ELL students were more likely to take more STEM courses and get…

The Role of Applied Engineering and Computer Science Courses in the Production of Math Achievement in High School

ERIC Educational Resources Information Center

Gottfried, Michael; Bozick, Robert

2012-01-01

Academic math and science courses have been long shown to increase learning and educational attainment, but are they sufficient on their own to prepare youth for the challenges and rigor of the STEM workforce? Or, are there distinctive benefits to complementing these traditional academic courses with applied ones? Answers to these questions are…

Engineering Efforts and Opportunities in the National Science Foundation's Math and Science Partnerships (MSP) Program

ERIC Educational Resources Information Center

Brown, Pamela; Borrego, Maura

2013-01-01

The National Science Foundation's Math and Science Partnership (MSP) program (NSF, 2012) supports partnerships between K-12 school districts and institutions of higher education (IHEs) and has been funding projects to improve STEM education in K-12 since 2002. As of 2011, a total of 178 MSP projects have received support as part of a STEM…

High School Students Gear Up for Battle of the Brains

Science.gov Websites

answer tournament, which focuses on physics, math, biology, astronomy, chemistry, computers and the earth to help stimulate interest in science and math. The competition has evolved into one of the Energy

National Science Bowl Second Place Winners Explore Colorado

Science.gov Websites

-elimination contests. Student teams faced off in a fast-paced match of questions about physics, math, biology stimulate students' interests in science and math. Media are invited to cover the trip. NR-03997

Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

AISES, None

The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent tomore » the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and Engineering Fair (NAISEF) and EXPO at the Albuquerque, NM Convention Center. Albuquerque is also the home of the AISES national office. The AISES staff also recruits volunteers to assist with implementation of the science and math bowl event. In 2011, there were 7 volunteers; in 2012, 15 volunteers, and in 2013, 19 volunteers. Volunteers are recruited from a variety of local sources, including Sandia Laboratories, Southwest Indian Polytechnic Institute students, Department of Defense, as well as family members of AISES staff. For AISES, the goals of the Intertribal Middle School Science and Math Bowl project are to have more Native students learn science, for them to gain confidence in competing, and to reward their effort in order to motivate them to pursue studies in the sciences and engineering. For DOE, the goals of the project are to get more Native students to compete at the National Science Bowl, held in Washington, DC.« less

Stereotype Threat? Male and Female Students in Advanced High School Courses

NASA Astrophysics Data System (ADS)

Corra, Mamadi

Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.

PubMed

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-04-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions.

Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

PubMed Central

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-01-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions. PMID:20495610

Software Reviews.

ERIC Educational Resources Information Center

Bitter, Gary G., Ed.

1989-01-01

Reviews three software packages: (1) "Physics," tutorial, grades 11-12, Macintosh; (2) "Hands On Math: Volume I," interactive math exploration/simulation of manipulatives use, grades K-7, Apple II; and (3) "A.I.: An Experience with Artificial Intelligence," simulation, grades 5-12, Apple II. (MVL)

High School Students Gear Up for Battle of the Brains

Science.gov Websites

tournament, which focuses on physics, math, biology, astronomy, chemistry, computers and the earth sciences competition. DOE began the National Science Bowl 11 years ago to help stimulate interest in science and math

Students from Grand Junction High School Triumph in Colorado Science Bowl

Science.gov Websites

-fire questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences years ago to help stimulate interest in science and math. The competition has evolved into one of the

High School Students Gear Up for Battle of the Brains

Science.gov Websites

focuses on physics, math, biology, astronomy, chemistry, computers and the earth sciences. Each team is Science Bowl a decade ago to help stimulate interest in science and math. The competition has evolved into

Regularity Results for a Class of Functionals with Non-Standard Growth

NASA Astrophysics Data System (ADS)

Acerbi, Emilio; Mingione, Giuseppe

We consider the integral functional under non-standard growth assumptions that we call p(x) type: namely, we assume that a relevant model case being the functional Under sharp assumptions on the continuous function p(x)>1 we prove regularity of minimizers. Energies exhibiting this growth appear in several models from mathematical physics.

Handbook of Industrial Engineering Equations, Formulas, and Calculations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Badiru, Adedeji B; Omitaomu, Olufemi A

The first handbook to focus exclusively on industrial engineering calculations with a correlation to applications, Handbook of Industrial Engineering Equations, Formulas, and Calculations contains a general collection of the mathematical equations often used in the practice of industrial engineering. Many books cover individual areas of engineering and some cover all areas, but none covers industrial engineering specifically, nor do they highlight topics such as project management, materials, and systems engineering from an integrated viewpoint. Written by acclaimed researchers and authors, this concise reference marries theory and practice, making it a versatile and flexible resource. Succinctly formatted for functionality, the bookmore » presents: Basic Math Calculations; Engineering Math Calculations; Production Engineering Calculations; Engineering Economics Calculations; Ergonomics Calculations; Facility Layout Calculations; Production Sequencing and Scheduling Calculations; Systems Engineering Calculations; Data Engineering Calculations; Project Engineering Calculations; and Simulation and Statistical Equations. It has been said that engineers make things while industrial engineers make things better. To make something better requires an understanding of its basic characteristics and the underlying equations and calculations that facilitate that understanding. To do this, however, you do not have to be computational experts; you just have to know where to get the computational resources that are needed. This book elucidates the underlying equations that facilitate the understanding required to improve design processes, continuously improving the answer to the age-old question: What is the best way to do a job?« less

Development of an algorithm for improving quality and information processing capacity of MathSpeak synthetic speech renderings.

PubMed

Isaacson, M D; Srinivasan, S; Lloyd, L L

2010-01-01

MathSpeak is a set of rules for non speaking of mathematical expressions. These rules have been incorporated into a computerised module that translates printed mathematics into the non-ambiguous MathSpeak form for synthetic speech rendering. Differences between individual utterances produced with the translator module are difficult to discern because of insufficient pausing between utterances; hence, the purpose of this study was to develop an algorithm for improving the synthetic speech rendering of MathSpeak. To improve synthetic speech renderings, an algorithm for inserting pauses was developed based upon recordings of middle and high school math teachers speaking mathematic expressions. Efficacy testing of this algorithm was conducted with college students without disabilities and high school/college students with visual impairments. Parameters measured included reception accuracy, short-term memory retention, MathSpeak processing capacity and various rankings concerning the quality of synthetic speech renderings. All parameters measured showed statistically significant improvements when the algorithm was used. The algorithm improves the quality and information processing capacity of synthetic speech renderings of MathSpeak. This increases the capacity of individuals with print disabilities to perform mathematical activities and to successfully fulfill science, technology, engineering and mathematics academic and career objectives.

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K-12 Education

ERIC Educational Resources Information Center

Dickman, Anneliese; Schwabe, Amy; Schmidt, Jeff; Henken, Rob

2009-01-01

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition--a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians--wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in…

Engineering Encounters: From STEM to STEAM

ERIC Educational Resources Information Center

Cook, Kristin; Bush, Sarah; Cox, Richard

2017-01-01

Teaching STEAM (science, technology, engineering, art, and math) in elementary school could be even more promising than teaching STEM. This is due to its ability to cross multiple subject areas and its appeal to multiple types of learners. Intentional integration of the arts in science and engineering lessons has the potential to more deeply…

The Big Bang: UK Young Scientists' and Engineers' Fair 2010

ERIC Educational Resources Information Center

Allison, Simon

2010-01-01

The Big Bang: UK Young Scientists' and Engineers' Fair is an annual three-day event designed to promote science, technology, engineering and maths (STEM) careers to young people aged 7-19 through experiential learning. It is supported by stakeholders from business and industry, government and the community, and brings together people from various…

Final Report of the Impacts of the National Math + Science Initiative's (NMSI's) College Readiness Program on High School Students' Outcomes

ERIC Educational Resources Information Center

Sherman, Dan; Li, Yibing; Darwin, Marlene; Taylor, Suzanne; Song, Mengli

2017-01-01

The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…

Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics

ERIC Educational Resources Information Center

Adams, Vicki

2012-01-01

Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive experiences with mathematics. Research has concluded that attitudes in math directly influence success in mathematics. As many as 75% of high school graduates in the United States suffer from mild to…

New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings

ERIC Educational Resources Information Center

Barker, Walter A.; Killian, Eric; Evans, William P.

2010-01-01

Young people in the U.S. are falling behind their peers in the rest of the developed world in science, technology, engineering, and math. The Program for International Student Assessment study, conducted every three years, ranked the U.S. 24th in math and science out of 29 countries in the Organization for Economic Cooperation and Development…

Minimum-complexity helicopter simulation math model

NASA Technical Reports Server (NTRS)

Heffley, Robert K.; Mnich, Marc A.

1988-01-01

An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

NREL: News - High School Students Gear Up for Battle of the Brains

Science.gov Websites

compete in this rapid-fire question-and-answer tournament, which focuses on physics, math, biology competition. DOE began the National Science Bowl 12 years ago to help stimulate interest in science and math

NREL: News - Students From Smoky Hill High School Triumph in Colorado

Science.gov Websites

Colorado School of Mines. In the final round of rapid-fire questions and answers about physics, math interest in science and math. The competition has evolved into one of the Energy Department's premier

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.

Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

Assessing the Math Performance of Young ESL Students.

ERIC Educational Resources Information Center

Lee, Fong Yun; Silverman, Fredrick L.; Montoya, Patricia

2002-01-01

Describes proven assessment strategies, which, used separately or in combination, can help young ESL students express their understanding of math concepts while building their English-language skills: Manipulative objects, diagrams, and physical movement. Also describes other assessment techniques including self-assessment, interviewing, and…

Tangible Math

ERIC Educational Resources Information Center

Scarlatos, Lori L.

2006-01-01

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

Working as a Team

ERIC Educational Resources Information Center

Brooks, Hannah

2017-01-01

In most STEM industries, teamwork is essential. Engineers, scientists, statisticians, and medical professionals, for example, must communicate with one another and work together. Someday, students may enter the STEM (science, technology, engineering, and math) workforce, where they also will need to collaborate effectively. This article describes…

Eighth Grade Students Conceptions of How Engineers Use Math and Science in the Field of Engineering: A Comparison of Two Cohorts

ERIC Educational Resources Information Center

Farland-Smith, Donna; Tiarani, Vinta

2016-01-01

Over the last fifteen years, engineering has made its way into science curriculum at all levels, elementary, middle, and high school. A need to analyze students' perception the field of engineering is warranted. Previous techniques for studying representations of scientists and build on what researchers in the science field have learned from…

Young Women's Perceptions of Technology and Engineering: Factors Influencing Their Participation in Math, Science and Technology? Research in Engineering and Technology Education

ERIC Educational Resources Information Center

Roue, Leah C.

2007-01-01

The current number of women in technology and engineering only represents a fraction of today's workforce. Technological innovation depends on our nation's best and brightest, representing all segments of our diverse society. Sanders (2005), in talking about women in technology and engineering, stated that women's lack of participation can only be…

Linking mathematics with engineering applications at an early stage - implementation, experimental set-up and evaluation of a pilot project

NASA Astrophysics Data System (ADS)

Rooch, Aeneas; Junker, Philipp; Härterich, Jörg; Hackl, Klaus

2016-03-01

Too difficult, too abstract, too theoretical - many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications - and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.

A study of the factors affecting advancement and graduation for engineering students

NASA Astrophysics Data System (ADS)

Fletcher, John Thomas

The purpose of this study was, first, to determine whether a set of predictor variables could be identified from pre-enrollment and post-enrollment data that would differentiate students who advance to a major in engineering from non-advancers and, further, to determine if the predictor variables would differentiate students who graduate from the College of Engineering from non-graduates and graduates of other colleges at Auburn University. A second purpose was to determine if the predictor variables would correctly identify male and female students with the same degree of accuracy. The third purpose was to determine if there were significant relationships between the predictor variables studied and grades earned in a set of 15 courses that have enrollments over 100 students and are part of the pre-engineering curriculum. The population for this study was the 868 students who entered the pre-engineering program at Auburn University as freshmen during the Summer and Fall Quarters of 1991. The variables selected to differentiate the different groups were ACT scores, high school grade indices, and first quarter college grade point average. Two sets of classification matrices were developed using analysis and holdout samples that were divided based on sex. With respect to the question about advancement to the professional engineering program, structure coefficients derived from discriminant analysis procedures performed on all the cases combined indicated that first quarter college grade point average, high school math index, ACT math score, and high school science grade index were important predictor variables in classifying students who advanced to the professional engineering program and those who did not. Further, important structure coefficients with respect to graduation with a degree from the College of Engineering were first quarter college grade point average, high school math index, ACT math score, and high school science grade index. The results of this study indicated that significant differences existed in the model's ability to predict advancement and graduation for male and female students. This difference was not unexpected based on the male-dominated population. However, the models identified predicted at a high rate for both male and female students. Finally, many significant relationships were found to exist between the predictor variables and the 15 pre-engineering courses that were selected. The strength of the relationships ranged from a high of .82, p < .001 (Chemistry 103 grade with total high school grade index) to a low of .07, p > .05 (Chemistry 102 with ACT science score).

Bright THz Instrument and Nonlinear THz Science

DTIC Science & Technology

2017-10-30

darkness” Princeton International School of Math and Sciences, Princeton, NY, May 12, 2017. 7. “THz: Imaging Beyond Light” Open Readings 2017, 60th...June  19,  2017.   6.   “Let  light  shine  out  of  darkness”  Princeton  International  School  of   Math  and  Sciences,  Princeton,   NY,  May...a  graduate   of  Ph.D.  in  science,   math ,  engineering,  or  technology  fields   0   Number  who  achieved  a  3.5  GPA  to  4.0  (4.0  max

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

DTIC Science & Technology

2005-06-01

teacher preparation. By using both qualitative and quantitative methods for pre-service teachers, Kelly concludes that most teachers could not identify...Engineering MATH/SCIENCE Marine and Environmental Sciences Math and Computer Science Operations Research SOCIAL SCIENCE Government...Tabachnik and Findell, 2001). Correlational research is often a good precursor to answering other questions by empirical methods . Correlations measure the

Elementary Teacher Self-Efficacy in Engineering and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Gorena, Jacquelyn L.

2015-01-01

STEM education is a national priority, and more schools are implementing STEM K-12. Elementary teachers are prepared to teach science, mathematics, and technology, but teachers may not feel as prepared to teach engineering. Engineering is a new genre for elementary schools, and it is not typically a content area included in teacher preparation…

Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrartive

ERIC Educational Resources Information Center

Stevenson, Heidi J.

2014-01-01

The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at…

Knowledge Construction in Computer Science and Engineering When Learning through Making

ERIC Educational Resources Information Center

Charlton, Patricia; Avramides, Katerina

2016-01-01

This paper focuses on a design based research study about STEM (Science, Technology, Engineering and Maths) learning by making through collaboration and production. This study examines learning by making by students to explore STEM using a constructionist approach with a particular focus on computer science and engineering. The use of IoT as a…

''Can I Drop It This Time?'' Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program

ERIC Educational Resources Information Center

Schnittka, Jessica; Schnittka, Christine

2016-01-01

The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering…

Where's Spot? Finding STEM Opportunities for Young Children in Moments of Dramatic Tension

ERIC Educational Resources Information Center

McClure, Elisabeth; Guernsey, Lisa; Ashbrook, Peggy

2017-01-01

The potential for integrated science, technology, engineering, and math (STEM) learning really is all around us. The moments of intense drama children experience when they test out a new design are the engines that drive STEM practices; it's what keeps scientists, programmers, engineers, and mathematicians up at night, wanting to try "just…

A Case Study: Teaching Engineering Concepts in Science. Research in Engineering and Technology Education

ERIC Educational Resources Information Center

Stricker, David R.

2010-01-01

This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome…

Positive Feedback From Male Authority Figures Boosts Women's Math Outcomes.

PubMed

Park, Lora E; Kondrak, Cheryl L; Ward, Deborah E; Streamer, Lindsey

2018-03-01

People often search for cues in the environment to determine whether or not they will be judged or treated negatively based on their social identities. Accordingly, feedback from gatekeepers-members of majority groups who hold authority and power in a field-may be an especially important cue for those at risk of experiencing social identity threat, such as women in math settings. Across a series of studies, women who received positive ("Good job!") versus objective (score only) feedback from a male (vs. female) authority figure in math reported greater confidence; belonging; self-efficacy; more favorable Science, Technology, Engineering, and Mathematics (STEM) attitudes/identification/interest; and greater implicit identification with math. Men were affected only by the type of math feedback they received, not by the source of feedback. A meta-analysis across studies confirmed results. Together, these findings suggest that positive feedback from gatekeepers is an important situational cue that can improve the outcomes of negatively stereotyped groups.

Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation.

PubMed

Degol, Jessica L; Wang, Ming-Te; Zhang, Ya; Allerton, Julie

2018-05-01

Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female's interest in STEM.

Effects of everyday romantic goal pursuit on women's attitudes toward math and science.

PubMed

Park, Lora E; Young, Ariana F; Troisi, Jordan D; Pinkus, Rebecca T

2011-09-01

The present research examined the impact of everyday romantic goal strivings on women's attitudes toward science, technology, engineering, and math (STEM). It was hypothesized that women may distance themselves from STEM when the goal to be romantically desirable is activated because pursuing intelligence goals in masculine domains (i.e., STEM) conflicts with pursuing romantic goals associated with traditional romantic scripts and gender norms. Consistent with hypotheses, women, but not men, who viewed images (Study 1) or overheard conversations (Studies 2a-2b) related to romantic goals reported less positive attitudes toward STEM and less preference for majoring in math/science compared to other disciplines. On days when women pursued romantic goals, the more romantic activities they engaged in and the more desirable they felt, but the fewer math activities they engaged in. Furthermore, women's previous day romantic goal strivings predicted feeling more desirable but being less invested in math on the following day (Study 3).

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

NASA Astrophysics Data System (ADS)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math and a high interest in engineering careers, especially among girls. Based on these findings it was recommended that the school district utilize its District Level Plan and the pre-existing structures of Career Day and the Science Fair to integrate STEM education as a means of improving OTL, TE, and thus SA.

STEM Girls Night In at Goddard

NASA Image and Video Library

2016-11-05

Girls Night In was held at Goddard on Nov 4-5, 2016. This is a pilot program which reinvigorates, inspires, and engages high school girls who may be struggling or not fully engaged in STEM (Science, Technology Engineering and Math) education. The program allowed NASA women to share and demonstrate the work they do, provide the girls an opportunity to completely immerse themselves in Goddard science, technology, engineering and math as well as provide them activities that will challenge and promote knowledge and discovery. Goddard invites other NASA centers tolearn from this pilot program and work towards a simultaneous multicenter event in the future. Participating schools were: DuVal, Crossland, Flowers, High Point, Northwestern and Oxon Hill

STEM Girls Night In at Goddard

NASA Image and Video Library

2016-11-04

Girls Night In was held at Goddard on Nov 4-5, 2016. This is a pilot program which reinvigorates, inspires, and engages high school girls who may be struggling or not fully engaged in STEM (Science, Technology Engineering and Math) education. The program allowed NASA women to share and demonstrate the work they do, provide the girls an opportunity to completely immerse themselves in Goddard science, technology, engineering and math as well as provide them activities that will challenge and promote knowledge and discovery. Goddard invites other NASA centers tolearn from this pilot program and work towards a simultaneous multicenter event in the future. Participating schools were: DuVal, Crossland, Flowers, High Point, Northwestern and Oxon Hill

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

NASA Astrophysics Data System (ADS)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more successful in later engineering courses. 4) Top students gain the most, although students at all levels benefit. 5) Conceptual learning and problem solving are significantly improved, with same content coverage. In this talk I will discuss the need for reform, the SCALE-UP classroom environment, and examine the findings of studies of learning.

Studying Gender and Ethnic Differences in Participation in Math, Physical Science, and Information Technology

ERIC Educational Resources Information Center

Eccles, Jacquelynne S.

2005-01-01

This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and information technology choices. (Contains 1 figure.)

Get Students Excited--3D Printing Brings Designs to Life

ERIC Educational Resources Information Center

Lacey, Gary

2010-01-01

Students in technology education programs from middle school through high school around the nation are benefiting from--and enjoying--hands-on experience in mechanical engineering, applied mathematics, materials processing, basic electronics, robotics, industrial manufacturing, and other STEM (science, technology, engineering, and math)-focused…

MATH77 - A LIBRARY OF MATHEMATICAL SUBPROGRAMS FOR FORTRAN 77, RELEASE 4.0

NASA Technical Reports Server (NTRS)

Lawson, C. L.

1994-01-01

MATH77 is a high quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for the basic computational processes of science and engineering. The portability of MATH77 meets the needs of present-day scientists and engineers who typically use a variety of computing environments. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. Usage of the user-callable subprograms is described in 69 sections of the 416 page users' manual. The topics covered by MATH77 are indicated by the following list of chapter titles in the users' manual: Mathematical Functions, Pseudo-random Number Generation, Linear Systems of Equations and Linear Least Squares, Matrix Eigenvalues and Eigenvectors, Matrix Vector Utilities, Nonlinear Equation Solving, Curve Fitting, Table Look-Up and Interpolation, Definite Integrals (Quadrature), Ordinary Differential Equations, Minimization, Polynomial Rootfinding, Finite Fourier Transforms, Special Arithmetic , Sorting, Library Utilities, Character-based Graphics, and Statistics. Besides subprograms that are adaptations of public domain software, MATH77 contains a number of unique packages developed by the authors of MATH77. Instances of the latter type include (1) adaptive quadrature, allowing for exceptional generality in multidimensional cases, (2) the ordinary differential equations solver used in spacecraft trajectory computation for JPL missions, (3) univariate and multivariate table look-up and interpolation, allowing for "ragged" tables, and providing error estimates, and (4) univariate and multivariate derivative-propagation arithmetic. MATH77 release 4.0 is a subroutine library which has been carefully designed to be usable on any computer system that supports the full ANSI standard FORTRAN 77 language. It has been successfully implemented on a CRAY Y/MP computer running UNICOS, a UNISYS 1100 computer running EXEC 8, a DEC VAX series computer running VMS, a Sun4 series computer running SunOS, a Hewlett-Packard 720 computer running HP-UX, a Macintosh computer running MacOS, and an IBM PC compatible computer running MS-DOS. Accompanying the library is a set of 196 "demo" drivers that exercise all of the user-callable subprograms. The FORTRAN source code for MATH77 comprises 109K lines of code in 375 files with a total size of 4.5Mb. The demo drivers comprise 11K lines of code and 418K. Forty-four percent of the lines of the library code and 29% of those in the demo code are comment lines. The standard distribution medium for MATH77 is a .25 inch streaming magnetic tape cartridge in UNIX tar format. It is also available on a 9track 1600 BPI magnetic tape in VAX BACKUP format and a TK50 tape cartridge in VAX BACKUP format. An electronic copy of the documentation is included on the distribution media. Previous releases of MATH77 have been used over a number of years in a variety of JPL applications. MATH77 Release 4.0 was completed in 1992. MATH77 is a copyrighted work with all copyright vested in NASA.

Women in Academic Science: A Changing Landscape.

PubMed

Ceci, Stephen J; Ginther, Donna K; Kahn, Shulamit; Williams, Wendy M

2014-12-01

Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase thereafter, leading to lower female propensities to major in math-intensive subjects in college but higher female propensities to major in non-math-intensive sciences, with overall science, technology, engineering, and mathematics (STEM) majors at 50% female for more than a decade. Post-college, although men with majors in math-intensive subjects have historically chosen and completed PhDs in these fields more often than women, the gap has recently narrowed by two thirds; among non-math-intensive STEM majors, women are more likely than men to go into health and other people-related occupations instead of pursuing PhDs. Importantly, of those who obtain doctorates in math-intensive fields, men and women entering the professoriate have equivalent access to tenure-track academic jobs in science, and they persist and are remunerated at comparable rates-with some caveats that we discuss. The transition from graduate programs to assistant professorships shows more pipeline leakage in the fields in which women are already very prevalent (psychology, life science, social science) than in the math-intensive fields in which they are underrepresented but in which the number of females holding assistant professorships is at least commensurate with (if not greater than) that of males. That is, invitations to interview for tenure-track positions in math-intensive fields-as well as actual employment offers-reveal that female PhD applicants fare at least as well as their male counterparts in math-intensive fields. Along these same lines, our analyses reveal that manuscript reviewing and grant funding are gender neutral: Male and female authors and principal investigators are equally likely to have their manuscripts accepted by journal editors and their grants funded, with only very occasional exceptions. There are no compelling sex differences in hours worked or average citations per publication, but there is an overall male advantage in productivity. We attempt to reconcile these results amid the disparate claims made regarding their causes, examining sex differences in citations, hours worked, and interests. We conclude by suggesting that although in the past, gender discrimination was an important cause of women's underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause of women's underrepresentation in math-intensive fields. Consequently, current barriers to women's full participation in mathematically intensive academic science fields are rooted in pre-college factors and the subsequent likelihood of majoring in these fields, and future research should focus on these barriers rather than misdirecting attention toward historical barriers that no longer account for women's underrepresentation in academic science. © The Author(s) 2014.

Benefiting Female Students in Science, Math, and Engineering: The Nuts and Bolts of Establishing a WISE (Women in Science and Engineering) Learning Community

ERIC Educational Resources Information Center

Pace, Diana; Witucki, Laurie; Blumreich, Kathleen

2008-01-01

This paper describes the rationale and the step by step process for setting up a WISE (Women in Science and Engineering) learning community at one institution. Background information on challenges for women in science and engineering and the benefits of a learning community for female students in these major areas are described. Authors discuss…

High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

ERIC Educational Resources Information Center

Berland, Leema; Steingut, Rebecca; Ko, Pat

2014-01-01

Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data…

A Two-Step Integrated Theory of Everything (TOE)

NASA Astrophysics Data System (ADS)

Colella, Antonio

2017-01-01

Two opposing TOE visions are my Two-Step (physics/math) and Hawking's single math step. My Two-Step should replace the single step because of the latter's near zero results after a century of attempts. My physics step had 3 goals. First ``Everything'' was defined as 20 interrelated amplified theories (e.g. string, Higgs forces, spontaneous symmetry breaking, particle decays, dark matter, dark energy, stellar black holes) and their intimate physical interrelationships. Amplifications of Higgs forces theory (e.g. matter particles and their associated Higgs forces were one and inseparable, spontaneous symmetry breaking was bidirectional and caused by high temperatures not Higgs forces, and sum of 8 Higgs forces of 8 permanent matter particles was dark energy) were key to my Two-Step TOE. The second goal answered all outstanding physics questions: what were Higgs forces, dark energy, dark matter, stellar black holes, our universe's creation, etc.? The third goal provided correct inputs for the two part second math step, an E8 Lie algebra for particles and an N-body cosmology simulation (work in progress). Scientific advancement occurs only if the two opposing TOEs are openly discussed/debated.

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden speaks to students from Albert Hill Middle School during a visit to the MathScience Innovation Center, Friday, Jan. 28, 2011, in Richmond, Va., as U.S. Sen. Mark Warner, D-Va., U.S. Rep. Bobby Scott, D-Va., seated, look on. During his talk, Administrator Bolden highlighted the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. (Photo Credit:NASA/Paul E. Alers)

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden, left, holds a box of spiders as MathScience Innovation Center Instructor Rhonda Hawley describes them during a visit to the "Spider Room" at the center, Friday, Jan. 28. 2011, at the center in Richmond, Va. Earlier, Bolden spoke to students from Albert Hill Middle School, where he highlighted the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. (Photo Credit:NASA/Paul E. Alers)

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden, right, shares a laugh with U.S. Sen. Mark Warner, D-Va., center and U.S. Rep. Bobby Scott, D-Va., prior to an event at the MathScience Innovation Center, Friday, Jan. 28, 2011, in Richmond, Va. Bolden later spoke to students from Albert Hill Middle School highlighting the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. (Photo Credit:NASA/Paul E. Alers)

Shrinking Your Class

ERIC Educational Resources Information Center

Herron-Thorpe, Farren L.; Olson, Jo Clay; Davis, Denny

2010-01-01

Toys in the classroom was the result of a National Science Foundation grant that brought two engineering graduate students to a middle school math class. The graduate students and teachers collaborated in an effort to enhance students' mathematical learning. An engineering context was theorized as a way to further develop students' understanding…

Robotics on Water

ERIC Educational Resources Information Center

Hademenos, George; Russell, Jonathan; Birch, John; Wosczyna-Birch, Karen

2010-01-01

"Engineering Challenge for the 21st Century," a weeklong teacher workshop sponsored by the National Science Foundation, uses project-based learning (PBL) to help students and teachers build science, technology, engineering, and math (STEM) skills. The workshop, hosted by the U.S. Coast Guard Academy in New London, Connecticut, features the Coast…

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring

PubMed Central

Iuculano, Teresa; Chen, Lang

2015-01-01

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. PMID:26354922

Identifying Perceptions That Contribute to the Development of Successful Project Lead the Way Pre-Engineering Programs in Utah

ERIC Educational Resources Information Center

McMullin, Keith; Reeve, Edward

2014-01-01

An educational crisis has been reported from many scholarly platforms for the last quarter century. The United States is faced with the challenge of providing a secondary science, technology, engineering, and math (STEM) education, especially in secondary pre-engineering, that will lead its students to the fulfillment of academic and domestic…

Increased Participation and Conversation Using Networked Devices

ERIC Educational Resources Information Center

Danielson, Christopher; Meyer, Dan

2016-01-01

For many the phrase "teaching math online" evokes a vision of teaching and learning that is not based in physical classrooms. Perhaps teachers and students are even interacting asynchronously. In math classrooms in the United States, the increasing availability of devices (e.g. laptops, Chromebooks™, smartphones, and tablets) and…

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

NASA Astrophysics Data System (ADS)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

Teaching fluid mechanics to high schoolers: methods, challenges, and outcome

NASA Astrophysics Data System (ADS)

Manikantan, Harishankar

2017-11-01

This talk will summarize the goals, methods, and both short- and long-term feedback from two high-school-level courses in fluid mechanics involving 43 students and cumulatively spanning over 100 hours of instruction. The goals of these courses were twofold: (a) to spark an interest in science and engineering and attract a more diverse demographic into college-level STEM programs; and (b) to train students in a `college-like' method of approaching the physics of common phenomena, with fluid mechanics as the context. The methods of instruction included classes revolving around the idea of dispelling misconceptions, group activities, `challenge' rounds and mock design projects to use fluid mechanics phenomena to achieve a specified goal, and simple hands-on experiments. The feedback during instruction was overwhelmingly positive, particularly in terms of a changing and favorable attitude towards math and engineering. Long after the program, a visible impact lies in a diverse group of students acknowledging that the course had a positive effect in their decision to choose an engineering or science major in a four-year college.

Phun Physics 4 Phemales: Physics Camp for High School Girls

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Gu, Jiyeong; Henriquez, Laura

2014-03-01

The department of Physics and Astronomy with the department of Science Education at California State University, Long Beach hosted summer program of ``Phun Physics 4 Phemales (PP4P)'' during summer 2012 and summer 2013 with the support from APS public outreach program. PP4P summer camp was hosted along with a two-week summer science camp, Young Scientists Camp, which has been institutionalized for the last 14 years since 1999. More than 2,500 3rd -8th grade students and 250 teachers have participated in the program. PP4P program provided the tools and support that female high school students need to pursue careers in physics and/or science, technology, engineering and math (STEM) field. This girls-only camp created connections among the girls and built confidence. In addition PP4P program introduced students to key principles in physics by a hands-on lab environment and demonstrated the real-world social impact of physics. In summer 2012, high school girls worked on physics experimental project on electronics and in summer 2013 they worked on the mechanics. I would share our experience in this program and the impact on the female high school students. This work was supported by 2012 Public Outreach and Informing the Public Grants from American Physical Society.

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

NASA Astrophysics Data System (ADS)

Eddy, Sarah L.; Brownell, Sara E.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

An Exploration of the Ways that Parents Can Influence African American Girls Interest in Achieving in Math and Science

NASA Astrophysics Data System (ADS)

Alexander, Lori L.

Math and science is the core of science, technology, engineering and math (STEM) education. It is the staying power of economic growth, job opportunities, new technology, innovation and emerging research on a global spectrum in the 21st century. Data reports that African American women are underrepresented in the STEM career field. The focus of this project was to specifically address African American middle school girls achievement gap, awareness and interests in the STEM pipeline. Data for this research was gathered by using Action Research Methodology approach using journals, questionnaire survey and dialogue. Five parents/educators participated in this empirical research study by sharing their personal, lived and unapologetic experiences through eight weeks of action/reflection inquiry. The finding of this research is that parents need to be engaged about STEM and the importance for girls to do well academically early in school with math and science.

Engagement in Science and Engineering through Animal-Based Curricula

ERIC Educational Resources Information Center

Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Long Term Benefits for Women in a Science, Technology, Engineering, and Mathematics Living-Learning Community

ERIC Educational Resources Information Center

Maltby, Jennifer L.; Brooks, Christopher; Horton, Marjorie; Morgan, Helen

2016-01-01

Science, technology, engineering and math (STEM) degrees provide opportunities for economic mobility. Yet women, underrepresented minority (URM), and first-generation college students remain disproportionately underrepresented in STEM fields. This study examined the effectiveness of a living-learning community (LLC) for URM and first-generation…

Navigating Community College Transfer in Science, Technical, Engineering, and Mathematics Fields

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Gagnon, Janelle L.; Senas, Arleen J.

2012-01-01

Given financial barriers facing community college students today, and workforce projections in science, technical, engineering, and math (STEM) fields, the costs of unnecessary delays while navigating transfer pathways are high. In this phenomenological study, we analyzed the delay experiences of 172 students (65% female) navigating community…

Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning

ERIC Educational Resources Information Center

Deck, Anita S.

2016-01-01

As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate…

A Multicontextual Model for Broadening Participation in STEM Related Disciplines

ERIC Educational Resources Information Center

Brown, Edward E., Jr.

2011-01-01

This paper argues that the "pipeline", leading to the production and increase of undergraduate engineering and STEM (science, technology, engineering and math) related degrees by underrepresented student populations (which include female and AALANA (African American, Latin American and Native American) students), has become more of a "funnel".…

Think3d!: Training Spatial Thinking Fundamental to STEM Education

ERIC Educational Resources Information Center

Taylor, Holly A.; Hutton, Allyson

2013-01-01

This article describes the initial implementation of an innovative program for elementary-age children involving origami and pop-up paper engineering to promote visuospatial thinking. While spatial ability measures correlate with science, technology, engineering, and math (STEM) success, a focus on spatial thinking is all but missing in elementary…

Parabolic Mirror: Focusing on Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Smith, Karianne; Hughes, William

2013-01-01

In the fall of 2011, Park Forest Middle School (PFMS) students approached the STEM faculty with numerous questions regarding the popular television show Myth Busters, which detailed Greek mathematician, physicist, engineer, and inventor, Archimedes. Two episodes featured attempts to test historical accounts that Archimedes developed a death ray…

The Engineering Process in Construction & Design

ERIC Educational Resources Information Center

Stoner, Melissa A.; Stuby, Kristin T.; Szczepanski, Susan

2013-01-01

Recent research suggests that high-impact activities in science and math classes promote positive attitudinal shifts in students. By implementing high-impact activities, such as designing a school and a skate park, mathematical thinking can be linked to the engineering design process. This hands-on approach, when possible, to demonstrate or…

Deconstruction Geography: A STEM Approach

ERIC Educational Resources Information Center

Gehlhar, Adam M.; Duffield, Stacy K.

2015-01-01

This article will define the engineering design process used to create an integrated curriculum at STEM Center Middle School, and it features the planning, implementation, and revision of the Deconstruction Geography unit. The Science Technology Engineering and Math (STEM) Center opened in the fall of 2009 as a way to relieve overcrowding at the…

Integrated STEM: A New Primer for Teaching Technology Education

ERIC Educational Resources Information Center

Asunda, Paul A.; Mativo, John

2017-01-01

Part One of this article ("Technology and Engineering Teacher," 75(4), December/January, 2016) presented a process that science, math, engineering, and technology teachers could use to collaborate and design integrated STEM courses. A conceptual framework was discussed that could provide a premise that educators interested in delivery of…

STEPS at CSUN: Increasing Retention of Engineering and Physical Science Majors

NASA Astrophysics Data System (ADS)

Pedone, V. A.; Cadavid, A. C.; Horn, W.

2012-12-01

STEPS at CSUN seeks to increase the retention rate of first-time freshman in engineering, math, and physical science (STEM) majors from ~55% to 65%. About 40% of STEM first-time freshmen start in College Algebra because they do not take or do not pass the Mathematics Placement Test (MPT). This lengthens time to graduation, which contributes to dissatisfaction with major. STEPS at CSUN has made substantial changes to the administration of the MPT. Initial data show increases in the number of students who take the test and who place out of College Algebra, as well as increases in overall scores. STEPS at CSUN also funded the development of supplemental labs for Trigonometry and Calculus I and II, in partnership with similar labs created by the Math Department for College Algebra and Precalculus. These labs are open to all students, but are mandatory for at-risk students who have low scores on the MPT, low grades in the prerequisite course, or who failed the class the first time. Initial results are promising. Comparison of the grades of 46 Fall 2010 "at-risk" students without lab to those of 36 Fall 2011 students who enrolled in the supplementary lab show D-F grades decreased by 10% and A-B grades increased by 27%. A final retention strategy is aimed at students in the early stages of their majors. At CSUN the greatest loss of STEM majors occurs between sophomore-level and junior-level coursework because course difficulty increases and aspirations to potential careers weaken. The Summer Interdisciplinary Team Experience (SITE) is an intensive 3-week-long summer program that engages small teams of students from diverse STEM majors in faculty-mentored, team-based problem solving. This experience simulates professional work and creates strong bonds between students and between students and faculty mentors. The first two cohorts of students who have participated in SITE indicate that this experience has positively impacted their motivation to complete their STEM degree.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

PubMed Central

Degol, Jessica L.

2016-01-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions. PMID:28458499

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

PubMed

Wang, Ming-Te; Degol, Jessica L

2017-03-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

From The NIH Director - Envisioning the Future

MedlinePlus

... at the intersection of the physical sciences—mathematics, physics, engineering— and biological sciences. I believe deeply that ... a backwater—not very prestigious. But I loved physics and math, was interested in medicine, and had ...

The American Math and Science Student Support Act. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology. House of Representatives, One Hundred Second Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This document presents the transcript of a congressional hearing to consider the American Math and Science Student Support Act, H.R. 4595. The legislation is designed to address the issue of attracting a greater proportion of U.S. citizens to graduate study in science, mathematics, and engineering. The hearings include testimony and prepared…

Math Description Engine Software Development Kit

NASA Technical Reports Server (NTRS)

Shelton, Robert O.; Smith, Stephanie L.; Dexter, Dan E.; Hodgson, Terry R.

2010-01-01

The Math Description Engine Software Development Kit (MDE SDK) can be used by software developers to make computer-rendered graphs more accessible to blind and visually-impaired users. The MDE SDK generates alternative graph descriptions in two forms: textual descriptions and non-verbal sound renderings, or sonification. It also enables display of an animated trace of a graph sonification on a visual graph component, with color and line-thickness options for users having low vision or color-related impairments. A set of accessible graphical user interface widgets is provided for operation by end users and for control of accessible graph displays. Version 1.0 of the MDE SDK generates text descriptions for 2D graphs commonly seen in math and science curriculum (and practice). The mathematically rich text descriptions can also serve as a virtual math and science assistant for blind and sighted users, making graphs more accessible for everyone. The MDE SDK has a simple application programming interface (API) that makes it easy for programmers and Web-site developers to make graphs accessible with just a few lines of code. The source code is written in Java for cross-platform compatibility and to take advantage of Java s built-in support for building accessible software application interfaces. Compiled-library and NASA Open Source versions are available with API documentation and Programmer s Guide at http:/ / prim e.jsc.n asa. gov.

Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

NASA Astrophysics Data System (ADS)

Wagner, Judson

Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

Recruitment to Physics and Mathematics Teaching: A Personality Problem?

ERIC Educational Resources Information Center

Smithers, Alan; Hill, Susan

1989-01-01

Results of a British study indicate that, among potential applicants (N=177), a small demand exists for a proposed science education degree program. Findings suggest that recruitment of science and math teachers may be hampered because the satisfactions provided by teaching are unlike those sought by science and math specialists. (IAH)

Riemann-Hypothesis Millennium-Problem(MP) Physics Proof via CATEGORY-SEMANTICS(C-S)/F=C Aristotle SQUARE-of-OPPOSITION(SoO) DEduction-LOGIC DichotomY

NASA Astrophysics Data System (ADS)

Baez, J.; Lapidaryus, M.; Siegel, Edward Carl-Ludwig

2011-03-01

Riemann-hypothesis physics-proof combines: Siegel-Antonoff-Smith[AMS Joint Mtg.(2002)-Abs.973-03-126] digits on-average statistics HIll[Am. J. Math 123, 3, 887(1996)] logarithm-function's (1,0)-fixed-point base=units=scale-invariance proven Newcomb[Am. J. Math. 4, 39(1881)]-Weyl[Goett. Nachr.(1914); Math. Ann. 7, 313(1916)]-Benford[Proc. Am. Phil. Soc. 78, 4, 51(1938)]-law [Kac, Math. of Stat.-Reasoning(1955); Raimi, Sci. Am. 221, 109(1969)] algebraic-inversion to ONLY Bose-Einstein quantum-statistics(BEQS) with digit d = 0 gapFUL Bose-Einstein Condensation(BEC) insight that digits are quanta are bosons were always digits, via Siegel-Baez category-semantics tabular list-format matrix truth-table analytics in Plato-Aristotle classic "square-of-opposition" : FUZZYICS=CATEGORYICS/Category-Semantics, with Goodkind Bose-Einstein condensation(BEC) ABOVE ground-state with/and Rayleigh(cut-limit of "short-cut method";1870)-Polya(1922)-"Anderson"(1958) localization [Doyle and Snell, Random-Walks and Electrical-Networks, MAA(1981)-p.99-100!!!].

Software Aspects of IEEE Floating-Point Computations for Numerical Applications in High Energy Physics

ScienceCinema

Arnold, Jeffrey

2018-05-14

Floating-point computations are at the heart of much of the computing done in high energy physics. The correctness, speed and accuracy of these computations are of paramount importance. The lack of any of these characteristics can mean the difference between new, exciting physics and an embarrassing correction. This talk will examine practical aspects of IEEE 754-2008 floating-point arithmetic as encountered in HEP applications. After describing the basic features of IEEE floating-point arithmetic, the presentation will cover: common hardware implementations (SSE, x87) techniques for improving the accuracy of summation, multiplication and data interchange compiler options for gcc and icc affecting floating-point operations hazards to be avoided. About the speaker: Jeffrey M Arnold is a Senior Software Engineer in the Intel Compiler and Languages group at Intel Corporation. He has been part of the Digital->Compaq->Intel compiler organization for nearly 20 years; part of that time, he worked on both low- and high-level math libraries. Prior to that, he was in the VMS Engineering organization at Digital Equipment Corporation. In the late 1980s, Jeff spent 2½ years at CERN as part of the CERN/Digital Joint Project. In 2008, he returned to CERN to spent 10 weeks working with CERN/openlab. Since that time, he has returned to CERN multiple times to teach at openlab workshops and consult with various LHC experiments. Jeff received his Ph.D. in physics from Case Western Reserve University.

Science, Technology, Engineering, Math (STEM) in Higher Education from the Perspective of Female Students: An Institutional Ethnography

NASA Astrophysics Data System (ADS)

Parson, Laura J.

A persistent disadvantage for females is systemically embedded in Science, Technology, Engineering, and Math (STEM) education in postsecondary institutions. As a result, undergraduate women majoring in STEM fields face a uniquely difficult path; yet, for the most part, recommendations made and supported in the literature have focused on recruitment of women to STEM fields or on ways to make women more successful and comfortable in their STEM major. These recommendations have so far proved to be insufficient to remedy a gender gap and serve to replicate the existing male hierarchy. In order to truly make the STEM classroom one in which women are welcome and comfortable and to challenge the existing social and scientific systems, it is necessary to explore and understand the social and political implications embedded within teaching and learning choices. This institutional ethnography addresses that gap. The purpose of this study was to uncover and describe the institutional practices of STEM education at a Midwest research university (MRU) from the standpoint of female undergraduate students. Using the framework of feminist standpoint theory, this study explored the everyday "work" of female undergraduate STEM students to provide a unique perspective on the STEM education teaching and learning environment. Data collection began with in-depth interviews with female undergraduate math and physics students. As the institutional processes shaping undergraduate participant experiences were identified, subsequent data collection included classroom observations, additional interviews with students and faculty, and analysis of the texts that mediate these processes (e.g., syllabi and student handbooks). Data analysis followed Carspecken's process of ethnographic data analysis that began with low-level coding, followed by high-level coding, and concluded by pulling codes together through the creation of themes. Analysis of data led to three key findings. First, undergraduate participants reported being challenged by difficult and intimidating aspects of the teaching and learning environment. Second, undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. Third, participants described challenges from conflicting STEM academic expectations and institutional policies, which made it harder for them to meet STEM expectations. Findings indicate that efforts to reduce the "chilly" climate have been unsuccessful, largely because discourses that motivate the chilly climate have not changed. Those discourses are evidence of a masculine STEM institution, which also creates a male ideal that female students are expected to meet, further exacerbating their discomfort in the STEM environment. The masculinized nature of a STEM institution is reinforced by neoliberal policies that emphasize the importance of meeting gendered ideal STEM student characteristics. The result is that while women persist, they face stress, anxiety, and discomfort. Recommendations to improve the chilly climate include: revising the STEM institution from one that is masculine to one that is inclusive of women; and, to create a STEM educational environment that supports, validates, and gives women an equal voice.

Reviews

NASA Astrophysics Data System (ADS)

2002-11-01

CD-ROM REVIEW (551) Essential Physics BOOK REVIEWS (551) Collins Advanced Science: Physics, 2nd edition Quarks, Leptons and the Big Bang, 2nd edition Do Brilliantly: A2 Physics IGCSE Physics Geophysics in the UK Synoptic Skills in Advanced Physics Flash! The hunt for the biggest explosions in the universe Materials Maths for Advanced Physics

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

PubMed

Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

2015-09-09

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. Copyright © 2015 the authors 0270-6474/15/3512574-10$15.00/0.

''Math in a Can'': Teaching Mathematics and Engineering Design

ERIC Educational Resources Information Center

Narode, Ronald B.

2011-01-01

Using an apparently simple problem, ''Design a cylindrical can that will hold a liter of milk,'' this paper demonstrates how engineering design may facilitate the teaching of the following ideas to secondary students: linear and non-linear relationships; basic geometry of circles, rectangles, and cylinders; unit measures of area and volume;…

Strategic Future Directions for Developing STEM Education in Higher Education in Egypt as a Driver of Innovation Economy

ERIC Educational Resources Information Center

Ahmed, Hanaa Ouda Khadri

2016-01-01

STEM (Science, Technology, Engineering and Mathematics) education has been achieving growing international attention. As the world economy is becoming more diversified and dependent on innovation, Science, Technology, Engineering, and Math (STEM) skills and expertise are progressively more needed for competition and development. Egyptian students…

Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

ERIC Educational Resources Information Center

Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

2017-01-01

Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations

ERIC Educational Resources Information Center

Wong, Shin Y.; Connelly, Robin K.; Hartel, Richard W.

2010-01-01

The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students…

Engineering Design Challenge

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Whitworth, Brooke A.; Gonczi, Amanda L.

2014-01-01

The number of students majoring in science, technology, engineering, and math (STEM) is declining due in part to a lack of student interest (Fairweather 2008; NRC 2012; PCAST 2010). One reason may be the difference between how science is done in school and how it is done in the field (Osborne, Simon, and Collins 2003). An interdisciplinary…

Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender

ERIC Educational Resources Information Center

Perry, Paula Christine

2013-01-01

Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students' science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs…

Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course

ERIC Educational Resources Information Center

Martin, Taylor; Peacock, Stephanie Baker; Ko, Pat; Rudolph, Jennifer J.

2015-01-01

Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problem-solving techniques specific to a particular discipline, which is unsuited…

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

ERIC Educational Resources Information Center

Sowers, Jo-Ann; Powers, Laurie; Schmidt, Jessica; Keller, Thomas E.; Turner, Alison; Salazar, Amy; Swank, Paul R.

2017-01-01

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups ×…

Situating Teachers' Developmental Engineering Experiences in an Inquiry-Based, Laboratory Learning Environment

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Nollert, Matthias U.; Refai, Hazem; Ramseyer, Christopher; Herron, Jason; Wollega, Ebisa D.; Huang, Su-Min

2017-01-01

Many secondary math and science teachers don't understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences…

Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason

2018-01-01

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in…

Building a Science, Technology, Engineering, and Math Education Agenda: An Update of State Actions

ERIC Educational Resources Information Center

Thomasian, John

2011-01-01

STEM--science, technology, engineering, and mathematics--is critical to and supportive of many education reforms being undertaken today, from adoption of common internationally benchmarked standards to better teacher preparation to enhanced coordination across the entire K-20 education system. In fact, STEM is not a separate reform movement at…

Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

ERIC Educational Resources Information Center

Karahan, Engin; Canbazoglu Bilici, Sedef; Unal, Aycin

2015-01-01

Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The…

Student Learning Outcomes from a Pilot Medical Innovations Course with Nursing, Engineering, and Biology Undergraduate Students

ERIC Educational Resources Information Center

Ludwig, Patrice M.; Nagel, Jacquelyn K.; Lewis, Erica J.

2017-01-01

Background: Preparing today's undergraduate students from science, technology, engineering, and math (STEM) and related health professions to solve wide-sweeping healthcare challenges is critical. Moreover, it is imperative that educators help students develop the capabilities needed to meet those challenges, including problem solving,…

Making It Social: Considering the Purpose of Literacy to Support Participation in Making and Engineering

ERIC Educational Resources Information Center

Tucker-Raymond, Eli; Gravel, Brian E.; Wagh, Aditi; Wilson, Naeem; Manderino, Michael; Castek, Jill

2016-01-01

Digital literacies for disciplinary learning explores intersections of digital and disciplinary literacies across learning contexts such as community makerspaces and schools and examines learning across disciplines including the arts, engineering, science, social studies, language arts, and math. Columns will address work with both youth and…

Fitting the Framework: The STEM Institute and the 4-H Essential Elements

ERIC Educational Resources Information Center

Sallee, Jeff; Peek, Gina G.

2014-01-01

Extension and 4-H youth development programs are addressing a shortage of scientists, engineers, and other related professionals by promoting science, technology, engineering, and math (STEM). This case study illustrates how the Oklahoma 4-H Youth Development program trained youth-adult teams to design and implement STEM projects. The STEM…

Two-year colleges, Physics, and Teacher Preparation

NASA Astrophysics Data System (ADS)

Clay, Keith

2002-05-01

In the midst of a teacher shortage no field suffers more than physics. Half of our secondary physics teachers have less than a minor in physics. Meanwhile half of our future teachers start out at two-year colleges with physicists on staff. The opportunity for community colleges to have an impact on K-12 teaching is tremendous. Project TEACH has been honored as an outstanding teacher preparation program. It is a collaboration of colleges and K-12 schools dedicated to the improvement of teacher preparation, especially in science and math. Based at Green River Community College, Project TEACH unites certification institutions, community colleges, and K-12 school districts in the pre-service and in-service training of teachers. Activities of Project TEACH include recruitment and advising of future teachers, field experience for education students, creation of pre-teaching and para-educator degrees, tutoring from elementary school through college, in-service courses for current teachers, and special math and science courses aimed at future teachers. The yearlong interdisciplinary science sequence blends chemistry, physics, geology, and biology in a hands-on inquiry-based environment. The yearlong math sequence covers arithmetic, algebra, geometry, and probability with inquiry-based pedagogy. The programs developed by Project TEACH are being disseminated to colleges across Washington State and beyond.

Women in Physics in Canada

NASA Astrophysics Data System (ADS)

McKenna, Janis

2012-10-01

Here we are in the 21st century in Canada, where most of us would say that young girls and boys have equal access to education, opportunities, and careers of their own choice. In Canada, women currently outnumber men in full-time university enrollment, in Medical Schools and in Law Schools. 48% of the Canadian work force is female, yet women make up only 21% of working professionals in science, engineering and technology. Canada-wide in Physics, the situation is such that only 20% of our BSc graduates are women, and 19% of our PhD graduates are women. It is evident that the ``leaky pipeline'' in Physics leaks most at a young age, before BSc graduation. High school physics statistics in BC indicate that while most of the grade 12 science and math disciplines have roughly equal numbers of young men and women enrolled, this is not the case for high school physics, where province-wide, only 30% of Physics 12 students are women. (Biology is also skewed, but in the other direction: 62% of Biology 12 students are women) This poster will present current statistics and will hopefully be a wake-up call for us all to consider participating in more outreach in science, and especially physics, in our high schools.

Integrated STEM in secondary education: A case study

NASA Astrophysics Data System (ADS)

De Meester, Jolien; Knipprath, Heidi; Thielemans, Jan; De Cock, Mieke; Langie, Greet; Dehaene, Wim

2016-05-01

Despite many opportunities to study STEM (Science, Technology, Engineering & Mathematics) in Flemish secondary education, only a minority of pupils are actually pursuing STEM fields in higher education and jobs. One reason could be that they do not see the relevance of science and mathematics. In order to draw their pupils' interest in STEM, a Belgian school started a brand new initiative: the school set up and implemented a first year course that integrates various STEM disciplines, hoping to provide an answer to the question pupils often ask themselves about the need to study math and science. The integrated curriculum was developed by the school's teachers and a STEM education research group of the University of Leuven. To examine the pupils' attitude towards STEM and STEM professions and their notion of relevance of STEM at the end of this one-year course, a post-test was administered to the group of pupils who attended the integrated STEM course (the experimental group) and to a group of pupils that took traditional, non-integrated STEM courses (the control group). The results reveal that attending the integrated STEM course is significantly related to pupils' interest in STEM and notion of relevance of STEM. Another post-test was administered only to the experimental group to investigate pupils' understanding of math and physics concepts and their relation when taught in an integrated way. The results reveal that the pupils have some conceptual understanding and can, to a certain extent, make a transfer of concepts across different STEM disciplines. However, the test results did point out that some additional introductory training in pure math context is needed.

KSC-2012-2765

NASA Image and Video Library

2012-05-14

CAPE CANAVERAL, Fla. – Students and their teachers get some hands-on experience inside the applied physics lab in the Operations and Checkout Building. The 26 honor students in chemistry and biology and their teachers got a chance to visit a number of high-tech labs at Kennedy Space Center as part of an effort to encourage students in the areas of science, technology, engineering and math. The tenth and eleventh grade students from Terry Parker High School in Jacksonville, Fla., visited a number of vastly different labs during their one-day tour. The group's visit to Kennedy was hosted by the Education Office as part of a nationwide effort by the National Lab Network to help introduce the nation's students to science careers. Photo credit: NASA/Jim Grossmann

#WomenInSTEM: Using Science & Math to Power the Globe

ScienceCinema

Jordan, Rhonda

2018-01-16

Growing up, Dr. Rhonda Jordan always enjoyed math and science. After completing her master's in electrical engineering at Columbia University she co-founded a startup in Tanzania that provides access to power for residents who are not connected to the electrical grid.This video is part of the Energy Department's #WomenInSTEM video series. At the Energy Department, we're committed to supporting a diverse talent pool of STEM innovators ready to address the challenges and opportunities of our growing clean energy economy.

Bolden STEM Event

NASA Image and Video Library

2011-01-28

NASA Administrator Charles Bolden, right, counts down along with others as U.S. Sen. Mark Warner, D-Va., readies to launch a paper rocket as U.S. Rep. Bobby Scott, D-Va., third right, looks on, Friday, Jan. 28, 2011, at the MathScience Innovation Center in Richmond, Va. Earlier, Bolden, spoke to students from Albert Hill Middle School where he highlighted the importance of science, technology, engineering and math, or STEM, as he shared his life experiences with the students. (Photo Credit:NASA/Paul E. Alers)

Testing of the McMath-Pierce 0.8-Meter East Auxiliary Telescope's Acquisition and Slewing Accuracy

NASA Astrophysics Data System (ADS)

Harshaw, Richard; Ray, Jimmy; Prause, Lori; Douglass, David; Branston, Detrick; Genet, Russell M.

2015-09-01

Following mediocre results with pointing tests of the McMath-Pierce 0.8-meter East Auxiliary Telescope in April 2014, a team of astronomers/engineers met again in May 2014 to test other pointing models and assess the telescope's ability to point with enough accuracy to permit the efficient use of speckle interferometry. Results show that accurate collimation is a pre-requisite for such accuracy. Once attained, the telescope performs extremely well.

Reasoning, Attitudes, and Learning: What matters in Introductory Physics?

NASA Astrophysics Data System (ADS)

Bateman, Melissa; Pyper, Brian

2009-05-01

Recent research has been revealing a connection between epistemological beliefs, reasoning ability and conceptual understanding. Our project has been taking data collected from the Fall `08 and Winter `09 semesters to supplement existing data in strengthening the statistical value of our sample size. We administered four tests to selected introductory physics courses: the Epistemological Beliefs Assessment for Physical Science, the Lawson Classroom Test of Scientific Reasoning, The Force Concept Inventory, and the Conceptual Survey in Electricity and Magnetism. With these data we have been comparing test results to demographics to answer questions such as: Does gender affect how we learn physics? Does past physics experience affect how we learn physics? Does past math experience affect how we learn physics? And how do math background successes compare to physics background successes? As we answer these questions, we will be better prepared in the Physics classroom and better identify the struggles of our students and solutions to help them better succeed.

Elementary Physical Education and Math Skill Development

ERIC Educational Resources Information Center

DeFrancesco, Charmaine; Casas, Betty

2004-01-01

Physical education programs are essential to holistic development of children, because learning occurs within several domains. In addition to addressing the psychomotor objectives related to physical development, many physical education curriculums include learning objectives geared toward facilitating the cognitive development of children. One…

Signaling threat: how situational cues affect women in math, science, and engineering settings.

PubMed

Murphy, Mary C; Steele, Claude M; Gross, James J

2007-10-01

This study examined the cues hypothesis, which holds that situational cues, such as a setting's features and organization, can make potential targets vulnerable to social identity threat. Objective and subjective measures of identity threat were collected from male and female math, science, and engineering (MSE) majors who watched an MSE conference video depicting either an unbalanced ratio of men to women or a balanced ratio. Women who viewed the unbalanced video exhibited more cognitive and physiological vigilance, and reported a lower sense of belonging and less desire to participate in the conference, than did women who viewed the gender-balanced video. Men were unaffected by this situational cue. The implications for understanding vulnerability to social identity threat, particularly among women in MSE settings, are discussed.

Can Youthful Students be Encouraged to Self-repair Damaged Vision Using Elementary Mathematics and Physics Principles?

NASA Astrophysics Data System (ADS)

Ferreira, Nadja; McLeod, Roger

2006-03-01

Safe and easy self-repair of damaged vision in youth, detected from squinted eyes, motivated by simple applied math and physics, and over-stretched elastics. Parental permission and participation, with math skills of numerical cancellation, bring physics understanding to students. They recognize pupil diameter changes with light intensity. Ideas of focal surfaces and wavelength dependence can be achieved by burning paper with a magnifying glass, and dispersing light with a prism. Safeness of eye and head movements required are like those of the mother in applying makeup, or of a father in shaving. Easily defined, performed and monitored visual tasks can complete the repair(s).

The experiences of women engineers who have completed one to five years of professional engineering employment: A phenomenological study

NASA Astrophysics Data System (ADS)

White, Susan M.

Women engineers remain underrepresented in employment in engineering fields in the United States. Feminist theory views this gender disparity beyond equity in numbers for women engineers and looks at structural issues of women's access, opportunities, and quality of experience in the workplace. Research on women's success and persistence in engineering education is diverse; however, there are few studies that focus on the early years of women's careers in engineering and less using a phenomenological research design. Experiences of women engineers who have completed one to five years of professional engineering employment are presented using a phenomenological research design. Research questions explored the individual and composite experiences for the co-researchers of the study as well as challenges and advantages of the phenomenon of having completed one to five years of professional engineering employment. Themes that emanated from the data were a feeling that engineering is a positive profession, liking math and science from an early age, having experiences of attending math and science camps or learning and practicing engineering interests with their fathers for some co-researchers. Other themes included a feeling of being different as a woman in the engineering workplace, taking advantage of opportunities for training, education, and advancement to further their careers, and the role of informal and formal mentoring in developing workplace networks and engineering expertise. Co-researchers negotiated issues of management quality and support, experiences of gender discrimination in the workplace, and having to make decisions balancing their careers and family responsibilities. Finally, the women engineers for this research study expressed intentions to persist in their careers while pursuing expertise and experience in their individual engineering fields.

SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

NASA Astrophysics Data System (ADS)

Bonham, Scott

2008-10-01

The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

Math, Science and Engineering Education: A National Need. Hearing Before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred First Congress, First Session (Kansas City, MO, May 1, 1989).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

This is a report on the hearing for solutions to the problems in science, mathematics, and engineering education at the postsecondary level. Topics of prepared statements and the testifiers are: (1) educating scientists and engineers (Daryl E. Chubin); (2) science and engineering education needs viewed from the perspectives of the national…

Are math readiness and personality predictive of first-year retention in engineering?

PubMed

Moses, Laurie; Hall, Cathy; Wuensch, Karl; De Urquidi, Karen; Kauffmann, Paul; Swart, William; Duncan, Steve; Dixon, Gene

2011-01-01

On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna's model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO-Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki-Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski's model.

Physical fitness and academic performance in middle school students.

PubMed

Bass, Ronald W; Brown, Dale D; Laurson, Kelly R; Coleman, Margaret M

2013-08-01

The purpose of this study was to determine whether physical fitness is linked to academic success in middle school students. The FITNESSGRAM test battery assessed students (n = 838) in the five components of health-related fitness. The Illinois Standardized Achievement Test (ISAT) was used to assess academic achievement in reading and math. The largest correlations were seen for aerobic fitness and muscular endurance (ranging from 0.12 to 0.27, all p < 0.05). Boys in the Healthy Fitness Zone (HFZ) for aerobic fitness or muscular endurance were 2.5-3 times more likely to pass their math or reading exams. Girls in the HFZ for aerobic fitness were approximately 2-4 times as likely to meet or exceed reading and math test standards. Aerobic capacity and muscular endurance seem to positively affect academic achievement in middle school students. ©2013 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Lauren Bamford

EPA Pesticide Factsheets

As the Director of EPA-RTP's STEM (Science, Technology, Engineering, & Math) Outreach Program, Kelly collaborates with schools and the community to develop and implement educational outreach programs, particularly in minority and low-income K-12 schools.

Kelly Witter

EPA Pesticide Factsheets

As the Director of EPA-RTP's STEM (Science, Technology, Engineering, & Math) Outreach Program, Kelly collaborates with schools and the community to develop and implement educational outreach programs, particularly in minority and low-income K-12 schools.

77 FR 24577 - Earth Day, 2012

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-25

... fuel economy standards in our Nation's history--standards that will save families money at the pump... foundation in science, technology, engineering, and math for every student will help ensure our youth have...

College Women Pursuing Careers in Science, Mathematics, and Engineering in the 1970s.

ERIC Educational Resources Information Center

McNamara, Patricia P.; Scherrei, Rita A.

The characteristics and persistence of young women who entered college during the 1970s and expressed an interest in science, math, and engineering (SME) are examined. The study design includes: (1) trend analysis of changes in characteristics of the science-oriented freshman pool from 1971-1979; (2) a longitudinal study of the educational and…

Why So Few? Women in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Hill, Catherine; Corbett, Christianne; St. Rose, Andresse

2010-01-01

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and…

Using the Discipline of Agricultural Engineering to Integrate Math and Science

ERIC Educational Resources Information Center

Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah

2011-01-01

An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

A Glance at Performance Management in Departments for Preparation of Secondary Mathematics, Engineering, Technology and Science Teachers in France

ERIC Educational Resources Information Center

Tchibozo, Guy

2005-01-01

In France, secondary teachers are public sector employees. Becoming a STEM (Science, Technology, Engineering, and Math) teacher in secondary education is subject to passing public competitive entry examinations. Preparation for these examinations is provided in College Departments, which are essentially assessed on the basis of their success…

Women's History Month at NASA

NASA Image and Video Library

2011-03-14

The Science Cheerleaders perform at a Women's History Month event for middle school and high school girls on Wednesday, March 16, 2011 at NASA Headquarters in Washington. The Science Cheerleaders are a group professional cheerleaders-turned-scientists and engineers who challenge stereotypes while helping to inspire young women to pursue careers in science, technology, engineering and math. Photo Credit: (NASA/Carla Cioffi)

Engineering Encounters: Designing Healthy Ice Pops. A STEM Enrichment Project for Second Graders Incorporates Nutrition and Design Principles

ERIC Educational Resources Information Center

Bubnick, Laura; Enneking, Katie; Egbers, Julie

2016-01-01

Science, technology, engineering, and math (STEM) education piques students' innate curiosity and opens their eyes to hundreds of career possibilities. This column presents ideas and techniques to enhance your science teaching. This month's issue shares information about a STEM enrichment project for second graders that incorporates nutrition and…

Measuring the Teaching Self-Efficacy of Science, Technology, Engineering, and Math Graduate Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry

2010-01-01

An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…

How Social Networks Influence Female Students' Choices to Major in Engineering

ERIC Educational Resources Information Center

Weinland, Kathryn Ann

2012-01-01

Scope and Method of Study: This study examined how social influence plays a part in female students' choices of college major, specifically engineering instead of science, technology, and math. Social influence may show itself through peers, family members, and teachers and may encompass resources under the umbrella of social capital. The…

Beyond Smash and Crash: Gender-Friendly Tech Ed

ERIC Educational Resources Information Center

McCarthy, Ray

2009-01-01

In order to increase participation in science, technology, engineering, and math (STEM) fields and careers, one of the problems that needs to be addressed is gender equity of study and careers in STEM fields. In general, women represent less than 30% of all STEM students in college. Furthermore, less than one third of professional engineers and…

Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions

ERIC Educational Resources Information Center

Currie, Michelle A.

2012-01-01

Black faculty at predominantly White institutions (PWIs) have historically been underrepresented and made to endure with academic isolation, scholarship marginalization and other challenges to the tenure process. When it comes to science, technology, engineering and math, also known as STEM, as it relates to race and success, little is known of…

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics and Math Methods Instrument

ERIC Educational Resources Information Center

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

2017-01-01

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1) at CU Boulder, we have developed a tool to assess student…

U.S. Poised to Sit Out TIMSS Test: Physics, Advanced Math Gauged in Global Study

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

This article reports on reactions to the U.S. Department of Education's first time decision to sit out an international study designed to show how advanced high school students around the world measure up in math and science. Mark S. Schneider, the commissioner of the department's National Center for Education Statistics, which normally takes the…

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

ERIC Educational Resources Information Center

Yüksel, Mehmet; Geban, Ömer

2016-01-01

This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

ERIC Educational Resources Information Center

Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

2015-01-01

Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

76 FR 57721 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-16

... for HSLS:09, especially, but not solely, in regards to science, technology, engineering, and math courses, majors, and careers. This study includes a new student assessment in algebraic skills, reasoning...

Students' Views About Potentially Offering Physics Courses Online

NASA Astrophysics Data System (ADS)

Ramlo, Susan E.

2016-06-01

Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

Integration of NASA Research into Undergraduate Education in Math, Science, Engineering and Technology at North Carolina A&T State University

NASA Technical Reports Server (NTRS)

Monroe, Joseph; Kelkar, Ajit

2003-01-01

The NASA PAIR program incorporated the NASA-Sponsored research into the undergraduate environment at North Carolina Agricultural and Technical State University. This program is designed to significantly improve undergraduate education in the areas of mathematics, science, engineering, and technology (MSET) by directly benefiting from the experiences of NASA field centers, affiliated industrial partners and academic institutions. The three basic goals of the program were enhancing core courses in MSET curriculum, upgrading core-engineering laboratories to compliment upgraded MSET curriculum, and conduct research training for undergraduates in MSET disciplines through a sophomore shadow program and through Research Experience for Undergraduates (REU) programs. Since the inception of the program nine courses have been modified to include NASA related topics and research. These courses have impacted over 900 students in the first three years of the program. The Electrical Engineering circuit's lab is completely re-equipped to include Computer controlled and data acquisition equipment. The Physics lab is upgraded to implement better sensory data acquisition to enhance students understanding of course concepts. In addition a new instrumentation laboratory in the department of Mechanical Engineering is developed. Research training for A&T students was conducted through four different programs: Apprentice program, Developers program, Sophomore Shadow program and Independent Research program. These programs provided opportunities for an average of forty students per semester.

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

75 FR 10631 - Women's History Month, 2010

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-09

... A Proclamation Countless women have steered the course of our history, and their stories are ones of..., technology, engineering, and math. By increasing women's participation in these fields, we will foster a new...

White House Science Fair

NASA Image and Video Library

2014-05-27

Girl Scout troop 2612 members from Tulsa, OK take photos of one another with Google Glass at the White House Science Fair Tuesday, May 27, 2014. Avery Dodson, 6; Natalie Hurley, 8; Miriam Schaffer, 8; Claire Winton, 8; and Lucy Claire Sharp, 8 participated in the Junior FIRST Lego League's Disaster Blaster Challenge, which invites elementary-school-aged students from across the country to explore how simple machines, engineering, and math can help solve problems posed by natural disasters. The girls invented the "Flood Proof Bridge" and built a model mechanizing the bridge using motors and developing a computer program to automatically retract the bridge when flood conditions are detected. The fourth White House Science Fair was held at the White House and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

Programming experience promotes higher STEM motivation among first-grade girls.

PubMed

Master, Allison; Cheryan, Sapna; Moscatelli, Adriana; Meltzoff, Andrew N

2017-08-01

The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities. Copyright © 2017 Elsevier Inc. All rights reserved.

Breadth-Based Models of Women’s Underrepresentation in STEM Fields: An Integrative Commentary on Schmidt (2011) and Nye et al. (2012)

PubMed Central

Valla, Jeffrey M.; Ceci, Stephen J.

2014-01-01

Relative strength of math and verbal abilities and interests drive science, technology, engineering, and math (STEM) career choices more than absolute math ability alone. Having one dominant aptitude (e.g., for mathematics) increases the likelihood of a strong self-concept in that domain and decreases the likelihood of equivocation about career choices in comparison with individuals with equivalent mathematical aptitude who have comparable strength in non-math areas. Males are more likely than females to have an asymmetrical cognitive profile of higher aptitude in math relative to verbal domains. Together, these two points suggest that the academic and career pursuits of high math ability males may be attributable to their narrower options among STEM fields, whereas females’ more symmetrical cognitive profile means their math and verbal interests compete in the formation of their ability self-concept and, hence, in their broader career choices. Such equivocation about STEM careers is in fact already evident in girls with high math aptitude as early as junior high school. Thus, we argue that asymmetry in interests and aptitudes is an underappreciated factor in sex differences in career choice. To the extent this is true, focusing on strengthening young women’s STEM-related abilities and ability self-concepts to increase female STEM representation may be an unproductive approach; to increase representation, it may be more effective to focus on harvesting the potential of those girls and women whose breadth of interest and high ability spans social/verbal and spatial/numerical domains. The use of interventions that play to this greater breadth by socially contextualizing STEM is one potential solution. PMID:25076979

Understanding student use of mathematics in IPLS with the Math Epistemic Games Survey

NASA Astrophysics Data System (ADS)

Eichenlaub, Mark; Hemingway, Deborah; Redish, Edward F.

2017-01-01

We present the Math Epistemic Games Survey (MEGS), a new concept inventory on the use of mathematics in introductory physics for the life sciences. The survey asks questions that are often best-answered via techniques commonly-valued in physics instruction, including dimensional analysis, checking special or extreme cases, understanding scaling relationships, interpreting graphical representations, estimation, and mapping symbols onto physical meaning. MEGS questions are often rooted in quantitative biology. We present preliminary data on the validation and administration of the MEGS in a large, introductory physics for the life sciences course at the University of Maryland, as well as preliminary results on the clustering of questions and responses as a guide to student resource activation in problem solving. This material is based upon work supported by the US National Science Foundation under Award No. 15-04366.

CYBERWAR-2012/13: Siegel 2011 Predicted Cyberwar Via ACHILLES-HEEL DIGITS BEQS BEC ZERO-DIGIT BEC of/in ACHILLES-HEEL DIGITS Log-Law Algebraic-Inversion to ONLY BEQS BEC Digit-Physics U Barabasi Network/Graph-Physics BEQS BEC JAMMING Denial-of-Access(DOA) Attacks 2012-Instantiations

NASA Astrophysics Data System (ADS)

Huffmann, Master; Siegel, Edward Carl-Ludwig

2013-03-01

Newcomb-Benford(NeWBe)-Siegel log-law BEC Digit-Physics Network/Graph-Physics Barabasi et.al. evolving-``complex''-networks/graphs BEC JAMMING DOA attacks: Amazon(weekends: Microsoft I.E.-7/8(vs. Firefox): Memorial-day, Labor-day,...), MANY U.S.-Banks:WF,BoA,UB,UBS,...instantiations AGAIN militate for MANDATORY CONVERSION to PARALLEL ANALOG FAULT-TOLERANT but slow(er) SECURITY-ASSURANCE networks/graphs in parallel with faster ``sexy'' DIGITAL-Networks/graphs:``Cloud'', telecomm: n-G,..., because of common ACHILLES-HEEL VULNERABILITY: DIGITS!!! ``In fast-hare versus slow-tortoise race, Slow-But-Steady ALWAYS WINS!!!'' (Zeno). {Euler [#s(1732)] ∑- ∏()-Riemann[Monats. Akad. Berlin (1859)] ∑- ∏()- Kummer-Bernoulli (#s)}-Newcomb [Am.J.Math.4(1),39 (81) discovery of the QUANTUM!!!]-{Planck (01)]}-{Einstein (05)]-Poincar e [Calcul Probabilités,313(12)]-Weyl[Goett. Nach.(14); Math.Ann.77,313(16)]-(Bose (24)-Einstein(25)]-VS. -Fermi (27)-Dirac(27))-Menger [Dimensiontheorie(29)]-Benford [J.Am. Phil.Soc.78,115(38)]-Kac[Maths Stats.-Reason. (55)]- Raimi [Sci.Am.221,109(69)]-Jech-Hill [Proc.AMS,123,3,887(95)] log-function

Einstein Critical-Slowing-Down is Siegel CyberWar Denial-of-Access Queuing/Pinning/ Jamming/Aikido Via Siegel DIGIT-Physics BEC ``Intersection''-BECOME-UNION Barabasi Network/GRAPH-Physics BEC: Strutt/Rayleigh-Siegel Percolation GLOBALITY-to-LOCALITY Phase-Transition Critical-Phenomenon

NASA Astrophysics Data System (ADS)

Buick, Otto; Falcon, Pat; Alexander, G.; Siegel, Edward Carl-Ludwig

2013-03-01

Einstein[Dover(03)] critical-slowing-down(CSD)[Pais, Subtle in The Lord; Life & Sci. of Albert Einstein(81)] is Siegel CyberWar denial-of-access(DOA) operations-research queuing theory/pinning/jamming/.../Read [Aikido, Aikibojitsu & Natural-Law(90)]/Aikido(!!!) phase-transition critical-phenomenon via Siegel DIGIT-Physics (Newcomb[Am.J.Math. 4,39(1881)]-{Planck[(1901)]-Einstein[(1905)])-Poincare[Calcul Probabilités(12)-p.313]-Weyl [Goett.Nachr.(14); Math.Ann.77,313 (16)]-{Bose[(24)-Einstein[(25)]-Fermi[(27)]-Dirac[(1927)]}-``Benford''[Proc.Am.Phil.Soc. 78,4,551 (38)]-Kac[Maths.Stat.-Reasoning(55)]-Raimi[Sci.Am. 221,109 (69)...]-Jech[preprint, PSU(95)]-Hill[Proc.AMS 123,3,887(95)]-Browne[NYT(8/98)]-Antonoff-Smith-Siegel[AMS Joint-Mtg.,S.-D.(02)] algebraic-inversion to yield ONLY BOSE-EINSTEIN QUANTUM-statistics (BEQS) with ZERO-digit Bose-Einstein CONDENSATION(BEC) ``INTERSECTION''-BECOME-UNION to Barabasi[PRL 876,5632(01); Rev.Mod.Phys.74,47(02)...] Network /Net/GRAPH(!!!)-physics BEC: Strutt/Rayleigh(1881)-Polya(21)-``Anderson''(58)-Siegel[J.Non-crystalline-Sol.40,453(80)

Astronomy4Kids: Extending STEM learning to the youngest student through an online educational outreach program

NASA Astrophysics Data System (ADS)

Pearson, Richard L.; Pearson, Sarah R.

2017-06-01

Astronomy4Kids is an online video series aimed at filling the void of effective and engaging education tools within early childhood learning. Much discussion and research has been conducted on the significance of early learning, with general trends showing significant benefits to early introductions to language, mathematics, and general science concepts. Ultimately, when ideas are introduced to a child at a young age, that child is better prepared for when the concept is re-introduced in its entirety later. National agencies—such as the AAS and NSF—have implemented Science, Technology, Engineering, and Math (STEM) initiatives to expand learning in these areas. However, despite these many resources, the education outreach available to the youngest learners (under the age of 8 or those from pre-school to about 2nd-grade) is seriously lacking. Astronomy4Kids was created to bridge this gap and provide succinct, creative-learning videos following the principles of Fred Rogers, the founder of preschool education video. We present ways to incorporate the freely accessible YouTube videos within various classroom ages and discuss how to use simple activities to promote physics, astronomy, and math learning. Current development, video statistics, and future work will be discussed. The freely accessible videos can be found at www.astronomy4kids.net.

Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement.

PubMed

Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær; Thomsen Ernst, Martin; Fredens, Kjeld; Støckel, Jan Toftegaard; Wedderkopp, Niels; Domazet, Sidsel Louise; Gudex, Claire; Grøntved, Anders; Kristensen, Peter Lund

2016-04-11

Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children's PA behavior in leisure time. The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom-based PA to improve cognition and academic achievement in children. Clinicaltrials.gov: NCT02488460 (06/29/2015).

Riemann-Hypothesis Millennium-Problem(MP) Physics Proof via CATEGORY-SEMANTICS(C-S)/F =C Aristotle SQUARE-of-OPPOSITION(SoO) DEduction-LOGIC DichotomY

NASA Astrophysics Data System (ADS)

Baez, Joao-Joan; Lapidaryus, Michelle; Siegel, Edward Carl-Ludwig

2013-03-01

Riemann-hypothesis physics-proof combines: Siegel-Antono®-Smith[AMS Joint Mtg.(2002)- Abs.973-03-126] digits on-average statistics HIll[Am. J. Math 123, 3, 887(1996)] logarithm-function's (1,0)- xed-point base =units =scale-invariance proven Newcomb [Am. J. Math. 4, 39(1881)]-Weyl[Goett. Nachr.(1914); Math. Ann.7, 313(1916)]-Benford[Proc. Am. Phil. Soc. 78, 4, 51(1938)]-law [Kac,Math. of Stat.-Reasoning(1955); Raimi, Sci. Am. 221, 109(1969)] algebraic-inversion to ONLY Bose-Einstein quantum-statistics(BEQS) with digit d = 0 gapFUL Bose-Einstein Condensation(BEC) insight that digits are quanta are bosons because bosons are and always were quanta are and always were digits, via Siegel-Baez category-semantics tabular list-format matrix truth-table analytics in Plato-Aristotle classic ''square-of-opposition'' : FUZZYICS =CATEGORYICS/Category-Semantics, with Goodkind Bose-Einstein Condensation (BEC) ABOVE ground-state with/and Rayleigh(cut-limit of ''short-cut method''1870)-Polya(1922)-''Anderson''(1958) localization [Doyle and Snell,Random-Walks and Electrical-Networks, MAA(1981)-p.99-100!!!] in Brillouin[Wave-Propagation in Periodic-Structures(1946) Dover(1922)]-Hubbard-Beeby[J.Phys.C(1967)] Siegel[J.Nonxline-Sol.40,453(1980)] generalized-disorder collective-boson negative-dispersion mode-softening universality-principle(G...P) first use of the ``square-of-opposition'' in physics since Plato and Aristote!!!

General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Curriculum Guide and Lesson Plans.

ERIC Educational Resources Information Center

Hamlin, Larry

This document contains a curriculum guide and lesson plans for a general mechanical repair course with three sections: minor automotive maintenance, small engine repair, and welding. The curriculum guide begins with a matrix that relates the lesson plans to essential elements of math, science, language arts, and social studies and to Texas…

Assessment of Factors Impacting Success for Incoming College Engineering Students in a Summer Bridge Program

ERIC Educational Resources Information Center

Reisel, John R.; Jablonski, Marissa; Hosseini, Hossein; Munson, Ethan

2012-01-01

A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination.…

"I Actually Contributed to Their Research": The Influence of an Abbreviated Summer Apprenticeship Program in Science and Engineering for Diverse High-School Learners

ERIC Educational Resources Information Center

Burgin, Stephen R.; McConnell, William J.; Flowers, Alonzo M., III

2015-01-01

This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research…

Using Self-Determination Theory to Build Communities of Support to Aid in the Retention of Women in Engineering

ERIC Educational Resources Information Center

Dell, Elizabeth M.; Verhoeven, Yen; Christman, Jeanne W.; Garrick, Robert D.

2018-01-01

Diverse perspectives are required to address the technological problems facing our world. Although women perform as well as their male counterparts in math and science prior to entering college, the numbers of women students entering and completing engineering programmes are far below their representation in the workforce. This paper reports on a…

Development of an Innovative Interactive Virtual Classroom System for K-12 Education Using Google App Engine

ERIC Educational Resources Information Center

Mumba, Frackson; Zhu, Mengxia

2013-01-01

This paper presents a Simulation-based interactive Virtual ClassRoom web system (SVCR: www.vclasie.com) powered by the state-of-the-art cloud computing technology from Google SVCR integrates popular free open-source math, science and engineering simulations and provides functions such as secure user access control and management of courses,…

Starting and Teaching Basic Robotics in the Classroom: Modern, Engaging Engineering in Technology Education

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…

Reported Ideal Traits of a Mentor as Viewed by African American Students in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Smith, Mary L.

2017-01-01

The purpose of this study was to examine undergraduate students majoring in science, technology, engineering, and math disciplines perception of traits an ideal mentor should possess, and to determine if these traits had positive results on their identification with science. With a large number of workers in STEM disciplines retiring, there is a…

Prepare and Inspire: K-12 Science, Technology, Engineering, and Math (STEM) Education for America's Future

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

The success of the United States in the 21st century will depend on the ideas and skills of its population. These have always been the nation's most important assets. As the world becomes increasingly technological, the value of these national assets will be determined by the effectiveness of science, technology, engineering, and mathematics…

Lessons for the Future: Minorities in Math, Science, and Engineering at Community Colleges. [Report of a Roundtable (Washington, D.C., August 13-14, 1992).

ERIC Educational Resources Information Center

Jones, Enid B., Ed.

Background papers and recommendations from the American Association of Community Colleges' (AACC's) 1992 roundtable on issues facing minority students in mathematics, science, and engineering (MSE) education are presented. The first paper, "Community College Networks," by Wm. Carroll Marsalis and Glenna A. Mosby, describes the Tennessee Valley…

Robotic Mining Competition - Media Day

NASA Image and Video Library

2017-05-25

Stan Starr, branch chief for Applied Physics in the Exploration Research and Technology Programs, is interviewed on-camera by Sarah McNulty, with the Communication and Public Engagement Directorate, during NASA's 8th Annual Robotic Mining Competition at the Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. used their uniquely-designed mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, and participated in other competition requirements, May 22-26. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's Journey to Mars.

Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics and Chemistry Courses at a Community College

ERIC Educational Resources Information Center

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month…

Revitalizing Support for the Physical Sciences: The American Competitiveness Initiative

NASA Astrophysics Data System (ADS)

Rooney, Peter

2006-11-01

In January 2006, during his State of the Union Address, President Bush announced a renewed commitment on the part of his Administration to funding math and science education, and science and engineering research. Two weeks later, in February 2006, the President submitted his budget request to Congress, including The American Competitiveness Initiative (ACI), a budget initiative that proposes to double federal investments in fundamental research in the physical sciences at three civilian science agencies---the Office of Science in the Department of Energy, the National Science Foundation (NSF), and the National Institute of Standards and Technology (NIST)---over ten years. To date, ACI has fared well in Congress. The House of Representatives has already approved the increases for the Office of Science (up 14 percent), NSF (up 8 percent), and NIST (core laboratory research and infrastructure up 24 percent). Key Senate Subcommittees have approved similar increases. Of equal significance to the budget proposal, the President's pronouncements represent an effort to change the public perception of the value of science. This is the capstone of a fifteen-year effort on the part of the scientific community, including the American Physical Society, to develop a new rationale for funding physical science research in the post-Cold War era. 30 years of economic research suggests there is a strong correlation between the government investments in education and research, particularly physical science and engineering research, and future economic performance. The President made this connection explicit for the public in his State of the Union Address and in subsequent speeches and town hall meetings. The author will discuss these trends and the outlook for ACI going forward.

The effect of the Advanced Placement Training and Incentive Program on increasing enrollment and performance on Advanced Placement science exams

NASA Astrophysics Data System (ADS)

Ramsey, Susan Brady

The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students' test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools.

75 FR 3901 - Board of Visitors, United States Military Academy (USMA)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-25

... Organizational Meeting of the USMA Board of Visitors (BoV). Members of the Board will be provided updates on..., Technology, Engineering & Math (STEM) Center of Excellence, Energy Costs and Initiatives, Wastewater...

Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

NASA Astrophysics Data System (ADS)

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

2017-06-01

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1) at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper division. The Colorado Classical Mechanics and Math Methods Instrument (CCMI) builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post test that probes student learning in the first half of a two-semester classical mechanics and math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.

Mathematics anxiety among talented students.

PubMed

Lupkowski, A E; Schumacker, R E

1991-12-01

In order to test the assumption that mathematically talented students show little mathematics anxiety, students participating in an early entrance to college program for talented students were asked to complete the Mathematics Anxiety Rating Scale. Results indicated that these talented students were less math anxious than most unselected college students. However, they were more math anxious than a group of college students majoring in physics. Females in the study showed a tendency to be more math anxious than males (d=-.32), although this finding was not significant. No relationship between level of mathematics anxiety and grades or math anxiety and Scholastic Aptitude Test - Mathematics scores was found for the group of subjects. However, when those relationships were examined for males alone, higher verbal scores and higher grades were associated with lower levels of mathematics anxiety. These relationships were not evident for females.

Development of teaching modules for geology and engineering coursework using terrestrial LiDAR scanning systems

NASA Astrophysics Data System (ADS)

Yarbrough, L. D.; Katzenstein, K.

2012-12-01

Exposing students to active and local examples of physical geologic processes is beneficial to the learning process. Students typically respond with interest to examples that use state-of-the-art technologies to investigate local or regional phenomena. For lower cognitive level of learning (e.g. knowledge, comprehension, and application), the use of "close-to-home" examples ensures that students better understand concepts. By providing these examples, the students may already have a familiarity or can easily visit the location. Furthermore, these local and regional examples help students to offer quickly other examples of similar phenomena. Investigation of these examples using normal photographic techniques, as well as a more sophisticated 3-D Light Detection And Ranging (LiDAR) (AKA Terrestrial Laser Scanning or TLS) system, allows students to gain a better understanding of the scale and the mechanics of the geologic processes and hazards. The systems are used for research, teaching and outreach efforts and depending on departmental policies can be accessible to students are various learning levels. TLS systems can yield scans at sub-centimeter resolution and contain surface reflectance of targets. These systems can serve a number of learning goals that are essential for training geoscientists and engineers. While querying the data to answer geotechnical or geomorphologic related questions, students will develop skills using large, spatial databases. The upper cognitive level of learning (e.g. analysis, synthesis, and evaluation) is also promoted by using a subset of the data and correlating the physical geologic process of stream bank erosion and rock slope failures with mathematical and computer models using the scanned data. Students use the examples and laboratory exercises to help build their engineering judgment skills with Earth materials. The students learn not only applications of math and engineering science but also the economic and social implication of designed engineering solutions. These course learning modules were developed for traditional geological engineering courses delivered on campus, for more intensive field work courses and online-based asynchronous course delivery.

Investigating Graphical Representations of Slope and Derivative without a Physics Context

ERIC Educational Resources Information Center

Christensen, Warren M.; Thompson, John R.

2012-01-01

By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a…

Writing for Physics Mastery.

ERIC Educational Resources Information Center

Weber, Stephen W.

A study examined the effectiveness of incorporating writing as a tool to master the concepts of physics. Subjects were students in the three traditional physics classes and one non-math or conceptual physics class at East High School in Rockford, Illinois. The instructor tried a variety of methods--students wrote criticisms of Carl Sagan videos,…

La Vida Robot - High School Engineering Program Combats Engineering Brain Drain

ScienceCinema

Cameron, Allan; Lajvardi, Fredi

2018-05-04

Carl Hayden High School has built an impressive reputation with its robotics club. At a time when interest in science, math and engineering is declining, the Falcon Robotics club has young people fired up about engineering. Their program in underwater robots (MATE) and FIRST robotics is becoming a national model, not for building robots, but for building engineers. Teachers Fredi Lajvardi and Allan Cameron will present their story (How kids 'from the mean streets of Phoenix took on the best from M.I.T. in the national underwater bot championship' - Wired Magazine, April 2005) and how every student needs the opportunity to 'do real engineering.'

Letters

NASA Astrophysics Data System (ADS)

2001-01-01

The Editor welcomes letters, by e-mail to ped@iop.org or by post to Dirac House, Temple Back, Bristol BS1 6BE, UK. Contents: Maths for physics? Help! Fire! Energy and mass Maths for physics? As a maths graduate working as a university research associate I should be well qualified to support my daughter, who has just started AS-level physics, with the maths she needs for the course. There seems to be little integration between the maths and physics departments, so that maths needed for physics has not yet been covered in maths lessons. This is a problem I remember from my own school days, but the shorter timescale and modular nature of the AS and A2 levels means that it is essential that this mismatch of knowledge is resolved now. I would like to know whether physics teachers in the UK have encountered this problem and whether there is a deficiency in the maths syllabus in relation to the requirements of the AS and A2 levels in Physics or whether this is a problem peculiar to my daughter's school. Eleanor Parent of A-level student, Sheffield, UK Help! Fire! Is there a crisis in physics education? Is physics didactics coming to an end? Yes and no. Being a delegate from Norway at the on-going conference Physics on Stage (6-10 November 2000) at CERN in Geneva, I have had the opportunity to discuss this with people from all over Europe. Yes, there is a crisis. (Look at the proceedings for details on this.) I'd like to take a broader look at this situation. Like Hari Seldon in Isaac Asimov's Foundation Trilogy, I believe that there is nothing like a real crisis to get things going... Famous is the quote from the American Patent Office around 1890: 'Everything has been invented that could be invented'. Fortunately, this spurred action. The Michelson and Morley experiment heralded a most exciting period for physics. Just a cosmic blink later we put a person on the Moon. Coming back to the crisis - I am certain that in the near future we will see an interesting development within curriculum, presentation, outlook and attitude towards physics. Vegard Engstrom Physics Education Student Trondheim, Norway Energy and mass I stand accused [1] of 'adding to the confusion which is rife in this topic area'. The topic in question is E = mc2, which is being discussed in connection with its appearance in A-level syllabuses. One may (as I sometimes do) have qualms that such a topic (with numerical questions) be taught to children with a background of classical physics only. However, it is there, and the article under discussion [2] was meant to provide a meaningful and helpful insight into an experiment that (a) cannot be described by Newtonian mechanics, and (b) prepares the ground for relativity. Cockroft and Walton, in the first transmutation of a nucleus by an accelerated proton, observed the following reaction: _1^1H + _3^7Li rightarrow _2^4He + _2^4He + 17 MeV The masses of the nuclei involved were known (measured by Aston [3]), the kinetic energy of the proton beam known, and the kinetic energies of the helium nuclei were measured. Even if relativity had not been invented, a classical physicist would have noticed that something non-Newtonian was going on-and come up with the observation that the kinetic energy 'gained' (ΔE) was related to the mass 'loss' (Δm) by c2. Further experimentation with other nuclei would have revealed the same connection: ΔE = (Δm)c2. This is a very clear, insightful, experimental example of a breakdown of Newtonian mechanics, one that an A-level student could appreciate with understanding and interest. Since the models/theories of physics are designed to describe experimental results and observations, he or she would be wanting to know what was happening to Newtonian physics. Whether or not the student was capable of appreciating relativity at this point, the insight that something is wrong with Newtonian mechanics would be firmly established. The points raised by Keith Atkin belong, in my opinion, at the later stage, when the first relativity course is being presented, and the relationship between mass and energy developed. His reference [4], 'Energy has mass' by Bondi and Spurgin, and a letter [5], 'Mass and energy' by Peierls, presenting a different point of view, provide food for thought. References [1] Atkin K 2000 Clarifying the concept Phys. Educ. 35 319 [2] Tudor Jones G 2000 Concern about post-16 A-level Phys. Educ. 35 250 [3] Aston F W 1927 Bakerian Lecture-A new mass-spectrograph and the whole number rule Proc. Roy. Soc. 115A 487 [4] Bondi H and Spurgin C B 1987 Energy has mass Phys. Bull. 38 62 [5] Peierls R 1987 Mass and energy Phys. Bull. 38 127 Goronwy Tudor Jones Lecturer School of Continuing Studies, The University of Birmingham

Using a physics experiment in a lecture setting to engage biology students with the concepts of Poiseuille's law.

PubMed

Breckler, Jennifer L; Christensen, Tina; Sun, Wendy

2013-06-01

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille's law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in blood flow. To help engage students in this important concept, we performed a physics experiment as a lecture demonstration to mimic the original research by the 19th-century French scientist. We tested its impact as a research project and found that students who viewed the demonstration reacted very positively and showed an immediate increase in test performance, while the control group was able to independently "catch up" at the fourth week posttest. We further examined whether students' math skills mapped to learning gains. The students with lower math scores who viewed the demonstration had slightly more improvement in test performance than those students who did not view the demonstration. Our data suggest that watching a lecture demonstration may be of even greater benefit to biology students with lower math achievement.

Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

PubMed Central

Breckler, Jennifer L.; Christensen, Tina; Sun, Wendy

2013-01-01

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille's law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in blood flow. To help engage students in this important concept, we performed a physics experiment as a lecture demonstration to mimic the original research by the 19th-century French scientist. We tested its impact as a research project and found that students who viewed the demonstration reacted very positively and showed an immediate increase in test performance, while the control group was able to independently “catch up” at the fourth week posttest. We further examined whether students’ math skills mapped to learning gains. The students with lower math scores who viewed the demonstration had slightly more improvement in test performance than those students who did not view the demonstration. Our data suggest that watching a lecture demonstration may be of even greater benefit to biology students with lower math achievement. PMID:23737633

Comparison of cyclic correlation algorithm implemented in matlab and python

NASA Astrophysics Data System (ADS)

Carr, Richard; Whitney, James

Simulation is a necessary step for all engineering projects. Simulation gives the engineers an approximation of how their devices will perform under different circumstances, without hav-ing to build, or before building a physical prototype. This is especially true for space bound devices, i.e., space communication systems, where the impact of system malfunction or failure is several orders of magnitude over that of terrestrial applications. Therefore having a reliable simulation tool is key in developing these devices and systems. Math Works Matrix Laboratory (MATLAB) is a matrix based software used by scientists and engineers to solve problems and perform complex simulations. MATLAB has a number of applications in a wide variety of fields which include communications, signal processing, image processing, mathematics, eco-nomics and physics. Because of its many uses MATLAB has become the preferred software for many engineers; it is also very expensive, especially for students and startups. One alternative to MATLAB is Python. The Python is a powerful, easy to use, open source programming environment that can be used to perform many of the same functions as MATLAB. Python programming environment has been steadily gaining popularity in niche programming circles. While there are not as many function included in the software as MATLAB, there are many open source functions that have been developed that are available to be downloaded for free. This paper illustrates how Python can implement the cyclic correlation algorithm and com-pares the results to the cyclic correlation algorithm implemented in the MATLAB environment. Some of the characteristics to be compared are the accuracy and precision of the results, and the length of the programs. The paper will demonstrate that Python is capable of performing simulations of complex algorithms such cyclic correlation.

Improving the Pipeline of Women in STEM Fields: Addressing Challenges in Instruction, Engagement, and Evaluation of an Aerospace Workshop Series for Girl Scouts

NASA Astrophysics Data System (ADS)

Sealfon, C. D.; Plummer, J. D.

2012-08-01

The Women in Aerospace and Technology Project (WATP) is a collaborative effort between the Girl Scouts of Eastern Pennsylvania, the American Helicopter Museum, Boeing Rotorcraft, Sikorsky Global Helicopters, Drexel University, West Chester University, and Arcadia University. The program aims to increase the representation of women in STEM (Science, Technology, Engineering, and Math) fields; the evaluation team identified a secondary goal to assess growth in participants' understanding of scientific inquiry. Girls, grades 4-12, were invited to join Girl Scout troops formed at the American Helicopter Museum to participate in a series of eight workshops on the physics and engineering of flight. Five college women majoring in physics and engineering were recruited as mentors for the girls. Lessons were written by local aerospace industry partners (including Boeing and Sikorsky); the mentors then taught the lessons and activities during the workshops. To evaluate the impact of this project, we collected data to answer two research questions: 1) In what ways does the program impact participants' attitudes towards science and interest in pursuing science as a career? 2) In what ways does the program impact participants' understanding of the nature of scientific inquiry? In this article we summarize results from two sources of data: before and after survey of attitudes about science and end-of-workshop informal questionnaires. Across the seven months of data collection, two challenges became apparent. First, our assessment goals, focusing on scientific interest and inquiry, seemed misaligned with the workshop curricula, which emphasized engineering and design. Secondly, there was little connection among activities within workshops and across the program.

A New Approach to A Science Magnet School - Classroom and Museum Integration

NASA Astrophysics Data System (ADS)

Franklin, Samuel

2009-03-01

The Pittsburgh Science & Technology Academy is a place where any student with an interest in science, technology, engineering or math can develop skills for a career in life sciences, environmental sciences, computing, or engineering. The Academy isn't just a new school. It's a new way to think about school. The curriculum is tailored to students who have a passion for science, technology, engineering or math. The environment is one of extraordinary support for students, parents, and faculty. And the Academy exists to provide opportunities, every day, for students to Dream. Discover. Design. That is, Academy students set goals and generate ideas, research and discover answers, and design real solutions for the kinds of real-world problems that they'll face after graduation. The Academy prepares students for their future, whether they go on to higher education or immediate employment. This talk will explain the unique features of the Pittsburgh Science & Technology Academy, lessons learned from its two-year design process, and the role that the Carnegie Museums have played and will continue to play as the school grows.

Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning

ERIC Educational Resources Information Center

Osler, James E.; Hollowell, Gail P.; Nichols, Stacy M.

2012-01-01

Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective.…

An Analysis of Training Requirements and Competencies for the Naval Acquisition Systems Engineering Workforce

DTIC Science & Technology

2013-06-01

math (Lasley- Hunter, 2011, p. 30–31). The significance of this finding stems from the fact that education is one of three components of DAWIA...II CLE 003 Technical Reviews SYS 302 Technical Leadership in Systems Engineering CLL  008 Designing for Supportability in DoD Systems DAU SPRDE‐SE

The Experiences of Female High School Students and Interest in STEM: Factors Leading to the Selection of an Engineering or Computer Science Major

ERIC Educational Resources Information Center

Genoways, Sharon K.

2017-01-01

STEM (Science, Technology, Engineering and Math) education creates critical thinkers, increases science literacy, and enables the next generation of innovators, which leads to new products and processes that sustain our economy (Hossain & Robinson, 2012). We have been hearing the warnings for several years, that there simply are not enough…

2000 FIRST Robotics Competition

NASA Technical Reports Server (NTRS)

Purman, Richard

2000-01-01

The New Horizons Regional Education Center (NHREC) in Hampton, VA sought and received NASA funding to support its participation in the 2000 FIRST Robotics competition. FIRST, Inc. (For Inspiration and Recognition of Science and Technology) is an organization which encourages the application of creative science, math, and computer science principles to solve real-world engineering problems. The FIRST competition is an international engineering contest featuring high school, government, and business partnerships.

Summer of Innovation Kick Off

NASA Image and Video Library

2010-06-09

A group of Jet Propulsion Laboratory (JPL) engineers are recognized during the kick off of NASA's Summer of Innovation program at JPL in Pasadena, Calif., Thursday, June 10, 2010. Through the program, NASA will engage thousands of middle school students and teachers in stimulating math and science-based education programs with the goal of increasing the number of future scientists, mathematicians, and engineers. Photo Credit: (NASA/Bill Ingalls)

Navigating the Science, Technology, Engineering, and Mathematics Pipeline: How Social Capital Impacts the Educational Attainment of College-Bound Female Students

ERIC Educational Resources Information Center

Lee, Rebecca Elizabeth

2011-01-01

Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology, engineering, and math (STEM) majors and careers. The gap is even greater in the representation of women from lower socioeconomic backgrounds. This study examined pre-college intervention strategies…

Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study

ERIC Educational Resources Information Center

Wai, Jonathan; Lubinski, David; Benbow, Camilla P.; Steiger, James H.

2010-01-01

Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores [greater than or equal to] 500 (top 0.5%) on the math section…

Excellence in Mathematics, Science, and Engineering Education Act of 1990. Report To Accompany S. 2114. 101st Congress, 2d Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This document contains the transcript of a Senate hearing on the crisis in science and math education. The document includes mathematics, science, and engineering education; enhance the scientific and technical literacy of the U.S. public; stimulate the professional from the state of Oregon; Carl Sagan, Cornell women and minorities in careers in…

Gender Differences in Expressed Interests in Engineering-Related Fields ACT 30-Year Data Analysis Identified Trends and Suggested Avenues to Reverse Trends

ERIC Educational Resources Information Center

Iskander, E. Tiffany; Gore, Paul A., Jr.; Furse, Cynthia; Bergerson, Amy

2013-01-01

Historically, women have been underrepresented in the Science, Technology, Engineering, and Math (STEM) fields both as college majors and in the professional community. This disturbing trend, observed in many countries, is more serious and evident in American universities and is reflected in the U.S. workforce statistics. In this article, we…

STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

NASA Astrophysics Data System (ADS)

Keller, John; Rebar, Bryan

2012-11-01

The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

Laboratory-Tutorial Activities for Teaching Probability

ERIC Educational Resources Information Center

Wittmann, Michael C.; Morgan, Jeffrey T.; Feeley, Roger E.

2006-01-01

We report on the development of students' ideas of probability and probability density in a University of Maine laboratory-based general education physics course called "Intuitive Quantum Physics". Students in the course are generally math phobic with unfavorable expectations about the nature of physics and their ability to do it. We…

Women's Reasons for Leaving the Engineering Field.

PubMed

Fouad, Nadya A; Chang, Wen-Hsin; Wan, Min; Singh, Romila

2017-01-01

Among the different Science, Technology, Engineering, and Math fields, engineering continues to have one of the highest rates of attrition (Hewlett et al., 2008). The turnover rate for women engineers from engineering fields is even higher than for men (Frehill, 2010). Despite increased efforts from researchers, there are still large gaps in our understanding of the reasons that women leave engineering. This study aims to address this gap by examining the reasons why women leave engineering. Specifically, we analyze the reasons for departure given by national sample of 1,464 women engineers who left the profession after having worked in the engineering field. We applied a person-environment fit theoretical lens, in particular, the Theory of Work Adjustment (TWA) (Dawis and Lofquist, 1984) to understand and categorize the reasons for leaving the engineering field. According to the TWA, occupations have different "reinforcer patterns," reflected in six occupational values, and a mismatch between the reinforcers provided by the work environment and individuals' needs may trigger departure from the environment. Given the paucity of literature in this area, we posed research questions to explore the reinforcer pattern of values implicated in women's decisions to leave the engineering field. We used qualitative analyses to understand, categorize, and code the 1,863 statements that offered a glimpse into the myriad reasons that women offered in describing their decisions to leave the engineering profession. Our results revealed the top three sets of reasons underlying women's decision to leave the jobs and engineering field were related to: first, poor and/or inequitable compensation, poor working conditions, inflexible and demanding work environment that made work-family balance difficult; second, unmet achievement needs that reflected a dissatisfaction with effective utilization of their math and science skills, and third, unmet needs with regard to lack of recognition at work and adequate opportunities for advancement. Implications of these results for future research as well as the design of effective intervention programs aimed at women engineers' retention and engagement in engineering are discussed.

The Relationship Between Mathematics and Physics at Pre-O-Level Stage

ERIC Educational Resources Information Center

Education in Science, 1976

1976-01-01

Presented are recommendations of English mathematicians and physicists for ensuring that there is an optimum match in the math/physics interface in secondary schools. Recommendations stress the need for increased cooperation between the disciplines. (SL)

The Numbers Speak: Physics First Supports Math Performance

ERIC Educational Resources Information Center

Glasser, Howard M.

2012-01-01

More schools in the United States have begun teaching physics to ninth-graders, but there continues to be limited evidence that such a change benefits students. Many arguments in favor of Physics First and the inverted sequence of physics-chemistry-biology are based more on the intellectual logic of the sequence than on measured outcomes. Paul…

EPA-RTP STEM Outreach Program recognized for Excellence in Volunteer Experience and Mobilization

EPA Pesticide Factsheets

EPA-RTP’s Science, Technology, Engineering and Math (STEM) Outreach Program was recently awarded two US2020 STEM Mentoring Awards – one for Excellence in Volunteer Experience, and a second for Volunteer Mobilization.

3 CFR 8802 - Proclamation 8802 of April 20, 2012. Earth Day, 2012

Code of Federal Regulations, 2013 CFR

2013-01-01

.... As we work to leave our children a safe, sustainable future, we must also equip them with the tools... strong foundation in science, technology, engineering, and math for every student will help ensure our...

Getting an A in STEM

ERIC Educational Resources Information Center

Ochterski, Joseph; Lupacchino-Gilson, Lisa

2016-01-01

This article describes how the authors began a science, technology, engineering, art, and math (STEAM) collaboration and completed three projects of varying complexity in their art and chemistry classrooms. The projects align with the Next Generation Science Standards (NGSS Lead States 2013).

Landslide!

ERIC Educational Resources Information Center

Hall-Wallace, Michelle; Mitchell, Carl

1996-01-01

Presents a unit that focuses on landslides and integrates earth science, physics, chemistry, and math. Includes activities to investigate porosity, permeability, cohesion, saturation, and gravity. (JRH)

Autism and parents' education. New data from the developing world.

PubMed

Al-Eithan, Muwafak H; Balkhi, Sohair H; Al-Bluwi, Amal M

2010-04-01

To investigate the link between autism disorders and engineering training of parents. All Autistic-Pervasive Developmental Disorders (PDD) children that were diagnosed on the bases of the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV), and met the required criteria for autism, over a defined period (March 2006 to June 2007) were included. We then took all non-PDD developmental disorders cases seen during the same time frame as the autistic children as a control; these included speech delay, mental retardation, and Down's syndrome. Our data covered demographic data, parents and grandparents' education, and profession. Parents' education/professions were classified into 2 groups only, 1-engineering or mathematician; and 2-humanities, neither engineering nor math. The children were divided into 2 groups, autism (57 cases), and developmental disorders (40 cases). Regarding the main question of this study (hypothesized engineering link), the data showed some differences between the 2 groups (x2 = 2.503, degrees of freedom [df] = 1; p = 0.093), but not of major significance. There was no significant difference (x2 = 0.370; df = 2; p = 0.831) between the 2 groups on the variable of consanguinity. We have found that the Saudi Arabian sample, though relatively small, has considerable similarities with both the UK and USA data. There is a possibility of an association between autism and the engineering/math training of fathers. The implication is briefly discussed.

Predicting performance in a first engineering calculus course: implications for interventions

NASA Astrophysics Data System (ADS)

Hieb, Jeffrey L.; Lyle, Keith B.; Ralston, Patricia A. S.; Chariker, Julia

2015-01-01

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take Engineering Analysis I, a calculus-based engineering analysis course. After the first two weeks of the semester, many students end up leaving Engineering Analysis I and moving to a mathematics intervention course. In an effort to retain more students in Engineering Analysis I, the department collaborated with university academic support services to create a summer intervention programme. Students were targeted for the summer programme based on their score on an algebra readiness exam (ARE). In a previous study, the ARE scores were found to be a significant predictor of retention and performance in Engineering Analysis I. This study continues that work, analysing data from students who entered the engineering school in the fall of 2012. The predictive validity of the ARE was verified, and a hierarchical linear regression model was created using math American College Testing (ACT) scores, ARE scores, summer intervention participation, and several metacognitive and motivational factors as measured by subscales of the Motivated Strategies for Learning Questionnaire. In the regression model, ARE score explained an additional 5.1% of the variation in exam performance in Engineering Analysis I beyond math ACT score. Students took the ARE before and after the summer interventions and scores were significantly higher following the intervention. However, intervention participants nonetheless had lower exam scores in Engineering Analysis I. The following factors related to motivation and learning strategies were found to significantly predict exam scores in Engineering Analysis I: time and study environment management, internal goal orientation, and test anxiety. The adjusted R2 for the full model was 0.42, meaning that the model could explain 42% of the variation in Engineering Analysis I exam scores.

Revising the economic imperative for US STEM education.

PubMed

Donovan, Brian M; Moreno Mateos, David; Osborne, Jonathan F; Bisaccio, Daniel J

2014-01-01

Over the last decade macroeconomic studies have established a clear link between student achievement on science and math tests and per capita gross domestic product (GDP) growth, supporting the widely held belief that science, technology, engineering, and math(STEM) education are important factors in the production of economic prosperity. We critique studies that use science and math tests to predict GDP growth, arguing that estimates of the future economic value of STEM education involve substantial speculation because they ignore the impacts of economic growth on biodiversity and ecosystem functionality, which, in the long-term, limit the potential for future economic growth. Furthermore, we argue that such ecological impacts can be enabled by STEM education. Therefore, we contend that the real economic imperative for the STEM pipeline is not just raising standardized test scores, but also empowering students to assess, preserve, and restore ecosystems in order to reduce ecological degradation and increase economic welfare.

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

La Vida Robot - High School Engineering Program Combats Engineering Brain Drain

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cameron, Allan; Lajvardi, Fredi

Carl Hayden High School has built an impressive reputation with its robotics club. At a time when interest in science, math and engineering is declining, the Falcon Robotics club has young people fired up about engineering. Their program in underwater robots (MATE) and FIRST robotics is becoming a national model, not for building robots, but for building engineers. Teachers Fredi Lajvardi and Allan Cameron will present their story (How kids 'from the mean streets of Phoenix took on the best from M.I.T. in the national underwater bot championship' - Wired Magazine, April 2005) and how every student needs the opportunitymore » to 'do real engineering.'« less

Relationship Between Career Aspirations and Measures of Motivation Toward Biology and Physics, and the Influence of Gender

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Chantara, Soontornpathai

2011-12-01

A student's motivational orientation is considered to be a predictor of a range of related education decisions, from attending classes to choosing a particular course or a profession. This survey study conducted with student volunteers (males = 519; females = 904) enrolled in secondary school science-math academic stream in Thailand investigated the relationship between measures of motivation (achievement goal orientation and physics and biology classroom anxiety) and aspirations for high earning science and math related careers. Results of multiple discriminant analyses showed gender differences in the motivational factors that influence career aspirations. Our interpretation of the findings highlights the significance of cultural beliefs about gender in decision making for careers.

A Historical Chronology of the Plight of African Americans Gaining Recognition in Engineering and Technology

ERIC Educational Resources Information Center

Johnson, Keith V.; Watson, Elwood D.

2005-01-01

The Black scientist in America is historically an anomaly and currently a statistical rarity. In 1984 Blacks accounted for only 2.3%, or 90,500, of the 3,995,000 employed scientists and engineers (Kusmer, 1991) Even now, in the 21st century, Blacks were 11.3% of the labor force, but only 4.2% of natural scientists, 7.6% of math and computer…

LLMapReduce: Multi-Level Map-Reduce for High Performance Data Analysis

DTIC Science & Technology

2016-05-23

LLMapReduce works with several schedulers such as SLURM, Grid Engine and LSF. Keywords—LLMapReduce; map-reduce; performance; scheduler; Grid Engine ...SLURM; LSF I. INTRODUCTION Large scale computing is currently dominated by four ecosystems: supercomputing, database, enterprise , and big data [1...interconnects [6]), High performance math libraries (e.g., BLAS [7, 8], LAPACK [9], ScaLAPACK [10]) designed to exploit special processing hardware, High

Systems of fuzzy equations in structural mechanics

NASA Astrophysics Data System (ADS)

Skalna, Iwona; Rama Rao, M. V.; Pownuk, Andrzej

2008-08-01

Systems of linear and nonlinear equations with fuzzy parameters are relevant to many practical problems arising in structure mechanics, electrical engineering, finance, economics and physics. In this paper three methods for solving such equations are discussed: method for outer interval solution of systems of linear equations depending linearly on interval parameters, fuzzy finite element method proposed by Rama Rao and sensitivity analysis method. The performance and advantages of presented methods are described with illustrative examples. Extended version of the present paper can be downloaded from the web page of the UTEP [I. Skalna, M.V. Rama Rao, A. Pownuk, Systems of fuzzy equations in structural mechanics, The University of Texas at El Paso, Department of Mathematical Sciences Research Reports Series, , Texas Research Report No. 2007-01, 2007].

Examining the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

LEGO robot vehicle lesson plans for secondary education : a recruitment tool.

DOT National Transportation Integrated Search

2012-08-01

Robotics is a great way to get kids excited about science, technology, engineering, and math (STEM) topics. It is also highly effective in stimulation development of teamwork and self-confidence. This project provides transportation-related lesson pl...

Fact Sheet on EPA's Science, Technology, Engineering & Math (STEM) Outreach Program in Research Triangle Park

EPA Pesticide Factsheets

Employees from EPA’s Research Triangle Park (RTP) campus serve as guest speakers at local schools and in the community. Hands-on activities and interactive discussions supplement classroom instruction and promote environmental awareness

The Learning Portal

ERIC Educational Resources Information Center

Staudt, Carolyn; Hanzlick-Burton, Camden; Williamson, Carol; McIntyre, Cynthia

2015-01-01

The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math, and engineering activities funded by the National Science Foundation at the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The project…

Beyond Robotics

ERIC Educational Resources Information Center

Tally, Beth; Laverdure, Nate

2006-01-01

Chantilly High School Academy Robotics Team Number 612 from Chantilly, Virginia, is an award-winning team of high school students actively involved with FIRST (For Inspiration and Recognition of Science and Technology), a multinational nonprofit organization that inspires students to transform culture--making science, math, engineering and…

Using FIRST LEGO League Robotics Competitions to Engage Middle School Students in Physics

NASA Astrophysics Data System (ADS)

Rosen, Jeffrey

2009-11-01

As the nation and world grapple with looming crises in sectors such as energy, health care and the environment, it is critical that we keep today's youth interested in careers in science, technology, engineering and math (STEM). Studies indicate that many students lose interest in the sciences by ages 10-13, when they are in grades 4-8 in the U.S. educational system. Many of the interventions to counteract this trend focus on boosting interest in STEM in secondary schools and universities. However the case can be made that the greater need is actually earlier in the education of the child. How can we work with this age group in an exciting way that will promote the study of science? Student robotics competitions might be one effective answer. Programs are currently being run around the country and the world that engage young people in the study of science through robotic competition. Many of these programs rely on mentors to guide the students through the process, which in the most effective programs includes the study of physic concepts through engineering design. During this presentation we will discuss the options for participating in programs that help the students and teachers better understand the science, specifically the physics, which underlies robotics. In particular, we will focus on the international program called FIRST LEGO League (FLL), in which students ages 9-14 are challenged every year to construct a LEGO robot that can navigate and complete a course of theme-related missions. The FLL program is currently operating in almost every state in the U.S. and relies on recruiting qualified mentors and judges who want to impact young people's interest in STEM. Physics professionals can make a tremendous difference in the lives of these eager middle school students.

Geometry of PDE's. IV

NASA Astrophysics Data System (ADS)

Prástaro, Agostino

2008-02-01

Following our previous results on this subject [R.P. Agarwal, A. Prástaro, Geometry of PDE's. III(I): Webs on PDE's and integral bordism groups. The general theory, Adv. Math. Sci. Appl. 17 (2007) 239-266; R.P. Agarwal, A. Prástaro, Geometry of PDE's. III(II): Webs on PDE's and integral bordism groups. Applications to Riemannian geometry PDE's, Adv. Math. Sci. Appl. 17 (2007) 267-285; A. Prástaro, Geometry of PDE's and Mechanics, World Scientific, Singapore, 1996; A. Prástaro, Quantum and integral (co)bordism in partial differential equations, Acta Appl. Math. (5) (3) (1998) 243-302; A. Prástaro, (Co)bordism groups in PDE's, Acta Appl. Math. 59 (2) (1999) 111-201; A. Prástaro, Quantized Partial Differential Equations, World Scientific Publishing Co, Singapore, 2004, 500 pp.; A. Prástaro, Geometry of PDE's. I: Integral bordism groups in PDE's, J. Math. Anal. Appl. 319 (2006) 547-566; A. Prástaro, Geometry of PDE's. II: Variational PDE's and integral bordism groups, J. Math. Anal. Appl. 321 (2006) 930-948; A. Prástaro, Th.M. Rassias, Ulam stability in geometry of PDE's, Nonlinear Funct. Anal. Appl. 8 (2) (2003) 259-278; I. Stakgold, Boundary Value Problems of Mathematical Physics, I, The MacMillan Company, New York, 1967; I. Stakgold, Boundary Value Problems of Mathematical Physics, II, Collier-MacMillan, Canada, Ltd, Toronto, Ontario, 1968], integral bordism groups of the Navier-Stokes equation are calculated for smooth, singular and weak solutions, respectively. Then a characterization of global solutions is made on this ground. Enough conditions to assure existence of global smooth solutions are given and related to nullity of integral characteristic numbers of the boundaries. Stability of global solutions are related to some characteristic numbers of the space-like Cauchy dataE Global solutions of variational problems constrained by (NS) are classified by means of suitable integral bordism groups too.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

Boundary layer transition: A review of theory, experiment and related phenomena

NASA Technical Reports Server (NTRS)

Kistler, E. L.

1971-01-01

The overall problem of boundary layer flow transition is reviewed. Evidence indicates a need for new, basic physical hypotheses in classical fluid mechanics math models based on the Navier-Stokes equations. The Navier-Stokes equations are challenged as inadequate for the investigation of fluid transition, since they are based on several assumptions which should be expected to alter significantly the stability characteristics of the resulting math model. Strong prima facie evidence is presented to this effect.

White House Science Fair

NASA Image and Video Library

2014-05-27

Bobak Ferdowsi, a system's engineer at NASA's Jet Propulsion Laboratory, speaks with a member of "invenTeam" at the White House Science Fair. Olivia Van Amsterdam, 16, Katelyn Sweeney, 17, and their team of student engineers from Natick, MA, invented a 120 lb remotely operated vehicle (ROV) that can help search-and-rescue dive teams search for bodies in dangerous, icy waters. The fourth White House Science Fair was held at the White House and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

NASA, Engineering, and Swarming Robots

NASA Technical Reports Server (NTRS)

Leucht, Kurt

2015-01-01

This presentation is an introduction to NASA, to science and engineering, to biologically inspired robotics, and to the Swarmie ant-inspired robot project at KSC. This presentation is geared towards elementary school students, middle school students, and also high school students. This presentation is suitable for use in STEM (science, technology, engineering, and math) outreach events. The first use of this presentation will be on Oct 28, 2015 at Madison Middle School in Titusville, Florida where the author has been asked by the NASA-KSC Speakers Bureau to speak to the students about the Swarmie robots.

Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial.

PubMed

Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Doolaard, Simone; Bosker, Roel J; Visscher, Chris

2016-03-01

Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Copyright © 2016 by the American Academy of Pediatrics.

Implementing 'The Math You Need' in an Introductory Physical Geology Course at California State University East Bay

NASA Astrophysics Data System (ADS)

Moran, J. E.

2011-12-01

The wide range of abilities in the student population at California State University East Bay, with a significant fraction of students under-prepared and requiring mathematics remediation, is a challenge to including mathematical concepts and exercises in our introductory geoscience courses. Student expectations that a geoscience course will not include quantitative work may result in math-phobics choosing the course and resisting quantitative work when presented with it. Introductory courses that are required for Geology and Environmental Science majors are also designated as General Education, which gives rise to a student group with a wide range of abilities and expectations. This presentation will focus on implementation of a series of online math tutorials for students in introductory geoscience courses called 'The Math You Need' (TMYN; http://serc.carleton.edu/mathyouneed/index.html). The program is implemented in a Physical Geology course, in which 2/3 of the students are typically non-majors. The Physical Geology course has a three hour lab each week and the lab exercises and lab manual offer several opportunities for application of TMYN. Many of the lab exercises include graphing, profiling, working with map scales, converting units, or using equations to calculate some parameter or solve for an unknown. Six TMYN modules covering topics using density calculations as applied to mineral properties and isostasy, graphing as applied to rock properties, earthquake location, and radiometric dating, and calculation of rates as applied to plate movement, stream discharge, and groundwater flow, are assigned as pre-labs to be completed before lab classes. TMYN skills are reinforced during lectures and lab exercises, as close in time as possible to students' exposure via TMYN. Pre- and post-tests give a measure of the effectiveness of TMYN in improving students' quantitative literacy.

Using Computer Simulations to Integrate Learning.

ERIC Educational Resources Information Center

Liao, Thomas T.

1983-01-01

Describes the primary design criteria and the classroom activities involved in "The Yellow Light Problem," a minicourse on decision making in the secondary school Mathematics, Engineering and Science Achievement (MESA) program in California. Activities include lectures, discussions, science and math labs, computer labs, and development…

Celebrating a history of excellence : the Federal Aviation Administration and Space Education Outreach Program.

DOT National Transportation Integrated Search

2011-01-01

Building on 75 years of experience, the FAAs : aviation and space education outreach : program is earning an A+ for encouraging elementary, : secondary, and even college students to study math, : science, technology, engineering, and a host of : o...

Using Aviation to Change Math Attitudes

ERIC Educational Resources Information Center

Wood, Jerra

2013-01-01

Mathematics teachers are constantly looking for real-world applications of mathematics. Aerospace education provides an incredible context for teaching and learning important STEM concepts, inspiring young people to pursue careers in science, technology, engineering, and mathematics. Teaching mathematics within the context of aerospace generates…