Dedicated to Their Degrees: Adult Transfer Students in Engineering Baccalaureate Programs

ERIC Educational Resources Information Center

Allen, Taryn Ozuna; Zhang, Yi

2016-01-01

Objective: Increasing degree completion in science, technology, engineering, and mathematics (STEM) fields, particularly engineering, is a national priority. With an aspiration to increase the number of STEM graduates by one million in the next 10 years, more research is needed to understand the role of community colleges in achieving this…

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

NASA Astrophysics Data System (ADS)

Petersen, Anne Marie

In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

ADVANCing the Agenda for Gender Equity

ERIC Educational Resources Information Center

Laursen, Sandra L.; Austin, Ann E.; Soto, Melissa; Martinez, Dalinda

2015-01-01

In recent years, women's representation in the science, technology, engineering, and mathematics (STEM) fields has grown at the undergraduate level, with STEM degrees earned by US women reaching parity in some fields and making notable progress in others. Yet the faculty with whom these undergraduates interact in classes and labs are much less…

Predictors of Latina/o Community College Student Vocational Choice of STEM Fields: Testing of the STEM-Vocational Choice Model

ERIC Educational Resources Information Center

Johnson, Joel D.

2013-01-01

This study confirmed appropriate measurement model fit for a theoretical model, the STEM vocational choice (STEM-VC) model. This model identifies exogenous factors that successfully predicted, at a statistically significant level, a student's vocational choice decision to pursue a STEM degree at transfer. The student population examined for this…

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).

The Hidden STEM Economy

ERIC Educational Resources Information Center

Rothwell, Jonathan

2013-01-01

Workers in STEM (science, technology, engineering, and math) fields play a direct role in driving economic growth. Yet, because of how the STEM economy has been defined, policymakers have mainly focused on supporting workers with at least a bachelor's (BA) degree, overlooking a strong potential workforce of those with less than a BA. This report…

Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College.

PubMed

Thompson, Rahmelle C; Monroe-White, Thema; Xavier, Jeffrey; Howell, Courtney; Moore, Myisha Roberson; Haynes, J K

Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program's approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM. © 2016 R. C. Thompson et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

High School STEM Teachers' Perceptions of the Work Environment

ERIC Educational Resources Information Center

Pedersen, Daphne E.; West, Robert R.

2017-01-01

How do secondary STEM teachers perceive the environments in which they teach? To what degree is STEM teaching at the secondary level situated in a gendered workplace organization? Using data from the 1999-2000 Schools and Staffing Survey, we examined how men and women who were full-time secondary school teachers in STEM fields (N = 5,617)…

Examining Key Factors that Contribute to African Americans' Pursuit of Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration

ERIC Educational Resources Information Center

Charleston, LaVar Jovan

2010-01-01

As a result of decreasing degree attainment in science, technology, engineering, and mathematics (STEM) fields, the United States is undergoing a shortage in the STEM workforce that it has not encountered since the mid-1950s (ACT, 2006; Gilbert & Jackson, 2007). Moreover, as computer usage cuts across diverse aspects of modern culture, the…

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…

Report on STEM Graduation and Enrollment Trends. April 2013

ERIC Educational Resources Information Center

Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

2013-01-01

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM-related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

Report on STEM Graduation and Enrollment Trends. February 2014

ERIC Educational Resources Information Center

Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

2014-01-01

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

Report on STEM Graduation and Enrollment Trends. June 2012

ERIC Educational Resources Information Center

Jenkins, Rick; Mitchell, Suzanne

2012-01-01

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

Report on STEM Graduation and Enrollment Trends. January 2015

ERIC Educational Resources Information Center

Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

2015-01-01

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

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…

Gender Matters: An Examination of Differential Effects of the College Experience on Degree Attainment in STEM

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Ampaw, Frim D.

2011-01-01

Although more women than men are enrolled in college within the United States, women remain underrepresented in critical areas of study such as science, technology, engineering, and mathematics (STEM). This is particularly concerning given that STEM fields of study are vital to the economic growth and workforce development within the United…

Faculty Perceptions of Student Recruitment and Retention in STEM Fields

ERIC Educational Resources Information Center

Gandhi-Lee, Eshani; Skaza, Heather; Marti, Erica; Schrader, P. G.; Orgill, MaryKay

2017-01-01

According to the President's Council of Advisors on Science and Technology (PCAST, 2012), there is a need to produce one million more STEM (Science, Technology, Engineering, and Mathematics) graduates in the U.S. over the next decade. Thus, more students must be recruited into and retained in STEM degrees of study. Because faculty are considered…

Turning the STEM Tide: An Approach for Mentoring Young Women on How to Thrive in STEM Careers

DTIC Science & Technology

2014-08-01

facilitating candid interactive discussions on trends, professional and personal life balance , and obstacles and opportunities for women in STEM fields...access to successful women in STEM with candid discussions focused on women and STEM careers, achieving balance between profession and personal life ...doctorate degrees were 11% less likely than single women to work in science. Another study by Mason and Goulden (2002) showed that the effect of

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.…

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify the Barriers and Affordances

ERIC Educational Resources Information Center

Boyce, Quintin

2012-01-01

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these…

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.

Female STEM majors wanted: The impact of certain factors on choice of a college major

NASA Astrophysics Data System (ADS)

Conrad, Walter Michael

Although females have made significant strides in educational achievements and substantial inroads into academic majors, such as business and medicine, they have made considerably less progress in the science, technology, engineering, and math (STEM) fields. This translates into a smaller number of female graduates prepared to work in the science career fields and results in American industry looking to other countries for its educated workforce. A mixed-methods research design was used to explore and understand the lived experiences and perceptions of faculty members and working STEM professionals in Northern and Central Virginia. Results indicated that although females are attaining STEM degrees and entering STEM fields in record numbers, obstacles such as a challenging STEM curriculum, bias, feelings of insecurity, lack of female role models, and inadequate preparation for the STEM workforce could impede the progress females have made. This research makes recommendations to the academic community and industry which may be used as retention and recruitment strategies for females considering a career in STEM. The ultimate goal is to significantly increase the number of highly skilled female graduates entering STEM fields, leading the U.S. to regain its previous position atop the world in technological innovation and leadership.

A Qualitative Investigation of African Americans' Decision to Pursue Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration

ERIC Educational Resources Information Center

Charleston, LaVar J.

2012-01-01

According to Pearson (2002), minority groups are not well represented in science, technology, engineering, and mathematics (STEM) occupations. Among these underrepresented groups are African Americans. To ensure the economic vitality of the STEM workforce in the United States, it is imperative to broaden participation in STEM-related fields and…

"Failure Is a Major Component of Learning Anything": The Role of Failure in the Development of STEM Professionals

NASA Astrophysics Data System (ADS)

Simpson, Amber; Maltese, Adam

2017-04-01

The term failure typically evokes negative connotations in educational settings and is likely to be accompanied by negative emotional states, low sense of confidence, and lack of persistence. These negative emotional and behavioral states may factor into an individual not pursuing a degree or career in science, technology, engineering, or mathematics (STEM). This is of particular concern considering the low number of women and underrepresented minorities pursing and working in a STEM field. Utilizing interview data with professionals across STEM, we sought to understand the role failure played in the persistence of individuals who enter and pursue paths toward STEM-related careers. Findings highlighted how participants' experiences with failure (1) shaped their outlooks or views of failure, (2) shaped their trajectories within STEM, and (3) provided them with additional skills or qualities. A few differences based on participants' sex, field, and highest degree also manifested in our analysis. We expect the results from this study to add research-based results to the current conversation around whether experiences with failure should be part of formal and informal educational settings and standards-based practices.

All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields

PubMed Central

Su, Rong; Rounds, James

2015-01-01

The degree of women's underrepresentation varies by STEM fields. Women are now overrepresented in social sciences, yet only constitute a fraction of the engineering workforce. In the current study, we investigated the gender differences in interests as an explanation for the differential distribution of women across sub-disciplines of STEM as well as the overall underrepresentation of women in STEM fields. Specifically, we meta-analytically reviewed norm data on basic interests from 52 samples in 33 interest inventories published between 1964 and 2007, with a total of 209,810 male and 223,268 female respondents. We found gender differences in interests to vary largely by STEM field, with the largest gender differences in interests favoring men observed in engineering disciplines (d = 0.83–1.21), and in contrast, gender differences in interests favoring women in social sciences and medical services (d = −0.33 and −0.40, respectively). Importantly, the gender composition (percentages of women) in STEM fields reflects these gender differences in interests. The patterns of gender differences in interests and the actual gender composition in STEM fields were explained by the people-orientation and things-orientation of work environments, and were not associated with the level of quantitative ability required. These findings suggest potential interventions targeting interests in STEM education to facilitate individuals' ability and career development and strategies to reform work environments to better attract and retain women in STEM occupations. PMID:25762964

All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields.

PubMed

Su, Rong; Rounds, James

2015-01-01

The degree of women's underrepresentation varies by STEM fields. Women are now overrepresented in social sciences, yet only constitute a fraction of the engineering workforce. In the current study, we investigated the gender differences in interests as an explanation for the differential distribution of women across sub-disciplines of STEM as well as the overall underrepresentation of women in STEM fields. Specifically, we meta-analytically reviewed norm data on basic interests from 52 samples in 33 interest inventories published between 1964 and 2007, with a total of 209,810 male and 223,268 female respondents. We found gender differences in interests to vary largely by STEM field, with the largest gender differences in interests favoring men observed in engineering disciplines (d = 0.83-1.21), and in contrast, gender differences in interests favoring women in social sciences and medical services (d = -0.33 and -0.40, respectively). Importantly, the gender composition (percentages of women) in STEM fields reflects these gender differences in interests. The patterns of gender differences in interests and the actual gender composition in STEM fields were explained by the people-orientation and things-orientation of work environments, and were not associated with the level of quantitative ability required. These findings suggest potential interventions targeting interests in STEM education to facilitate individuals' ability and career development and strategies to reform work environments to better attract and retain women in STEM occupations.

Drawing Women In: Engaging in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Greene, Senta

2013-03-01

Recent data on the participation of women in the scientific, technological, engineering, and mathematical (STEM) disciplines shows a landscape that is somewhat different from our expectations in the past. For example, women who earn bachelors' degrees in physics go on to earn PhDs, be hired to faculty positions, and achieve promotions at the same rate as their male counterparts. However, such gains do not foretell equal participation of women in physics since, although girls make up about half of high school physics classes, the fraction of bachelor's degrees earned by women has been flat at around 20% for about a decade. This remains true even with significantly increased awareness of the need to attract more women to STEM fields and despite various interventions to attract and retain talented women. This talk will present an overview of data on women's participation in STEM disciplines, provide possible explanations for the continued failure to attract women to some STEM fields, and give a brief description of some current interventions.

Workforce and graduate school outcomes of NOAA's Educational Partnership Program

NASA Astrophysics Data System (ADS)

Christenson, T.; Kaplan, M.

2017-12-01

Underrepresented groups, including Black, Hispanic, Native American, Alaska Native, Native Hawaiian and Pacific Island professionals remain underrepresented in STEM fields generally, and in the ocean and atmospheric sciences specifically. NOAA has tried to address this disparity through a number of initiatives under the Educational Partnership Program with Minority Serving Institutions (EPP MSI) which currently has two components: four Cooperative Science Centers (CSCs) aligned with NOAA's mission areas; and an Undergraduate Scholarship Program (USP), both established in 2001. In order to determine the outcomes for the program participants and the impacts of these programs on degree completions and on the workforce, the EPP MSI undertook a multi-pronged effort to identify career and education achievements for 80% of the approximately 1750 EPP MSI alumni, 75% of whom are from underrepresented groups. This was accomplished through 1) searching online resources (e.g. professional web pages, LinkedIn, etc.), 2) personal communication with program-associated faculty, 3) National Student Clearinghouse, 4) a survey of former scholars conducted by Insight Policy Research, and 5) self-reporting though NOAA's Voluntary Alumni Update System. Results show that 60% of CSC alumni currently hold an advanced degree in a STEM field with another 8% currently working toward one. 66% of EPP Undergraduate Scholars go to graduate school. 72% of CSC and USP alumni are currently employed in or pursuing a graduate degree in a NOAA-related* field. More than 70 CSC graduates currently work for NOAA as contractors or federal employees while more than 240 work for other government agencies. More than 400 are employed in the private sector. Of more than 225 PhD graduates, 66 have completed or currently hold post-doctoral positions in NOAA mission fields; 71 have held faculty positions at major universities. However, one challenge is retaining diverse STEM talent within the Geosciences in light of the lure of lucrative jobs in other STEM fields and ensuring robust outcomes beyond degree completions.

"We Do Not See Things as They Are. We See Things as We Are." Capturing the Transformation of Career Changing Women from STEM Fields to Teaching

ERIC Educational Resources Information Center

Snyder, Catherine

2010-01-01

This qualitative study tracks the journeys of four career changing women in STEM fields as they pursue a Master of Arts in Teaching degree and transition into teaching positions. Through analysis of archived writing, journaling, photo elicitation, interviews and member-checking, the study analyzes participants' thinking and learning at the…

A Review of Graduate STEM Degrees by Gender in the Context of the Great Recession

ERIC Educational Resources Information Center

Ryland, Austin

2013-01-01

The purpose of this study was to review the graduate gender divide in STEM fields in the context of the recent Great Recession. The rationale for this study was a continuation of the pipeline paradigm at the graduate level. The goal was also to examine the gender divide in STEM across select institutional types, such as land-grant institutions, as…

Implementation of Protocols to Enable Doctoral Training in Physical and Computational Chemistry of a Blind Graduate Student

ERIC Educational Resources Information Center

Minkara, Mona S.; Weaver, Michael N.; Gorske, Jim; Bowers, Clifford R.; Merz, Kenneth M., Jr.

2015-01-01

There exists a sparse representation of blind and low-vision students in science, technology, engineering and mathematics (STEM) fields. This is due in part to these individuals being discouraged from pursuing STEM degrees as well as a lack of appropriate adaptive resources in upper level STEM courses and research. Mona Minkara is a rising fifth…

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

NASA Astrophysics Data System (ADS)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from participants affirms that these programs provided an excellent environment for advancing interest in, and knowledge of STEM, and for influencing academic career goals for participants. These programs are models and reflect the importance of providing diversity, mentoring and professional development programs to broaden the participation and retention of URM students in STEM fields.

Learning from our global competitors: A comparative analysis of science, technology, engineering and mathematics (STEM) education pipelines in the United States, Mainland China and Taiwan

NASA Astrophysics Data System (ADS)

Chow, Christina M.

Maintaining a competitive edge within the 21st century is dependent on the cultivation of human capital, producing qualified and innovative employees capable of competing within the new global marketplace. Technological advancements in communications technology as well as large scale, infrastructure development has led to a leveled playing field where students in the U.S. will ultimately be competing for jobs with not only local, but also international, peers. Thus, the ability to understand and learn from our global competitors, starting with the examination of innovative education systems and best practice strategies, is tantamount to the economic development, and ultimate survival, of the U.S. as a whole. The purpose of this study was to investigate the current state of science, technology, engineering and mathematics (STEM) education and workforce pipelines in the U.S., China, and Taiwan. Two broad research questions examined STEM workforce production in terms of a) structural differences in primary and secondary school systems, including analysis of minimum high school graduation requirements and assessments as well as b) organizational differences in tertiary education and trends in STEM undergraduate and graduate degrees awarded in each region of interest. While each of the systems studied had their relative strengths and weaknesses, each of the Asian economies studied had valuable insights that can be categorized broadly in terms of STEM capacity, STEM interest and a greater understanding of global prospects that led to heightened STEM awareness. In China and Taiwan, STEM capacity was built via both traditional and vocational school systems. Focused and structured curriculum during the primary and early secondary school years built solid mathematics and science skills that translated into higher performance on international assessments and competitions. Differentiated secondary school options, including vocational high school and technical colleges and programs beginning shortly after junior high produced a greater number of alternatives for producing STEM capable students. A heightened interest in the STEM fields was built upon standardized academic core curriculum that ultimately yielded a greater percentage of qualified and interested Asian students pursuing bachelor's and advanced STEM degrees both in their native country and abroad. Rewards and incentives built into school systems, expansion of tertiary degree-granting programs, as well as the development of multiple university entrance pathways has served to heighten interest and perception of STEM careers as well as recruit top students into STEM fields. Further, foreign language classes, starting from either the first or third year of primary school, coupled with information technology and other experimental science and research themed classes, resulted in students who were more aware of global market demands. Analysis of longitudinal data shows that over a nine-year period, this combination of increased STEM capacity, interest and awareness resulted in a far greater percentage of 9th graders who eventually became STEM certificate, bachelor's, and advanced degree holders capable of competing in the global marketplace.

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…

Graduate STEM-Based Agriculture Education and Women Agriculturalists: An Agency Perspective

ERIC Educational Resources Information Center

Mars, Matthew M.; Hart, Jeni

2017-01-01

In this paper, we explored the academic and professional aspirations, experiences, and perspectives of 11 women pursuing graduate degrees based in the science, technology, engineering, and mathematics (STEM) fields within research-intensive agriculture colleges at three land grant research universities in the United States (U.S.). Using principles…

Who Leaves, Who Stays? Psychological Predictors of Undergraduate Chemistry Students' Persistence

ERIC Educational Resources Information Center

Shedlosky-Shoemaker, Randi; Fautch, Jessica M.

2015-01-01

The number of undergraduate students completing degrees in STEM disciplines has been declining over the last few decades. With a growing body of research considering what predicts persistence in STEM fields, one approach is to consider individual differences as predictors of attrition in the major. The current study utilized a variety of…

Impacts of Intersection between Social Capital and Finances on Community College Students' Pursuit of STEM Degrees

ERIC Educational Resources Information Center

Kruse, Tracy; Starobin, Soko S.; Chen, Yu; Baul, Tushi; Santos Laanan, Frankie

2015-01-01

This quantitative study examined how social capital and finances influenced community college students' intent to transfer to a four-year institution within STEM (science, technology, engineering, and math) fields. Focusing on the community college students enrolled in a rural midwestern state, the authors employed a structural equation modeling…

The High School Environment and the Gender Gap in Science and Engineering

ERIC Educational Resources Information Center

Legewie, Joscha; DiPrete, Thomas A.

2014-01-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields.…

SMART Money: Do Financial Incentives Encourage College Students to Study Science?

ERIC Educational Resources Information Center

Evans, Brent

2017-01-01

Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a major federal education priority. I investigate whether providing a $4,000 financial incentive to low-income students in their junior and senior years of college induces them to major in a STEM field. Using administrative data from Ohio public colleges,…

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.

Differences in STEM degree attainment by region, ethnicity, and degree type

NASA Astrophysics Data System (ADS)

Koledoye, Kimberly A.

Purpose One purpose of this study was to determine the extent to which a difference was present in the STEM degree attainment of all students and particularly of URMs between the 2001 and the 2009 academic year. The second purpose of this study was to determine the extent to which a difference was present in the attainment of STEM associate degrees and bachelor degrees of all students and particularly of URMs awarded between the 2001 and the 2009 academic year. Another purpose of this study was to determine the extent to which a difference existed in STEM associate degree and STEM bachelor degree attainment among geographic regions between the 2001 and the 2009 academic years. The extent to which a difference existed in the STEM bachelor degree and associate degree attainment of URMs among geographic regions between the 2001 to the 2009 academic year was ascertained. The final purpose of this study was to determine the extent to which a difference was present in STEM associate degree and bachelor degree attainment of all students and particularly URMs as a function of degree type between the 2001 academic year and the 2009 academic year. Methodology Archival data from the Integrated Postsecondary Education Data System were utilized to compare STEM degree attainment for regions, regions for URMs, STEM degree attainment overall and for URMs, STEM degree attainment classified by associate degrees and bachelor degrees for all students and URMs, and STEM degree attainment of associate degrees and bachelor degrees for all students and URMs by specific degree type between 2001 and 2009. Findings In this non-experimental causal comparative investigation, statistically significant differences were revealed in 95 of the 165 comparisons. Declining associate degree attainment was concerning, particularly in the computer and information sciences and engineering and engineering technologies. Moderate increases were determined in bachelor degree attainment with statistically significant differences identified in all STEM degree areas. Women had more increases than other URMs, and degree attainment by geographic region varied widely. Given the strong national need for more STEM graduates, reason for concerns are raised by the results of this investigation. KEY WORDS: STEM degrees, Associate, Bachelor, IPEDS

The Education and Public Outreach Plan for UCLA's Institute for Planets and Exoplanets (iPLEX)

NASA Astrophysics Data System (ADS)

Glesener, G. B.; Jewitt, D. C.; Curren, I. S.

2012-12-01

Increasing the number and diversity of students pursuing and completing STEM education is a crucial part of UCLA's Institute for Planets and Exoplanets (iPLEX)'s goal of promoting research on planetary systems around the sun and other stars. Cultivating students' interest and success in STEM subject areas from K-12 to the bachelor's degree is an important factor in student retention. As they pursue a bachelor's degree in a STEM major, many become discouraged and decide not to finish with this type of degree; women, underrepresented minorities (URM), and students of low socioeconomic status (SES) have the highest attrition rates (Bayer 2010). Focusing primarily on students at the high school and community college levels, our education and public outreach plan utilizes the multidisciplinary science of astrobiology as a resource for building stronger learning environments in STEM education. By implementing formal education programs that encourage and foster student learning in STEM fields, we intend to (1) increase the efficiency with which students move from high school into STEM-related undergraduate programs, (2) improve the corresponding transfer rate from community colleges to advanced degree programs in STEM at the 4-year university level, and (3) create more opportunities for students to become involved in meaningful research as they progress in their studies. To ensure the success of these programs, we will partner with teachers from local high schools and community colleges, and UCLA's Center X. By being geographically located in Los Angeles County, having one of the highest URM populations in the United States (US Census Bureau, 2007), and partnering with Hampton University (HU) in Virginia, whose student body is 91% African American, we are in a position to make a large impact on diversity. To further ensure the success of our EPO, an independent evaluator will measure and track the following program objectives: increase (1) post-secondary STEM enrollment; (2) community college student transfer rates into four-year universities as STEM majors; (3) science knowledge and effective pedagogical practices for high school and community college teachers; and (4) collaboration between UCLA astrobiology scientists, high school teachers, and community college instructors. Building stronger learning environments for STEM students should result in higher retention rates through the various academic transitions toward the bachelor's, increasing the probability of graduation. Educating the community informally is also important for cultivating students' interest and success in STEM education. In the informal education part of our EPO plan, we will partner with Astronomy Without Borders (AWB) to disseminate planetary and astronomical results to the public, contribute to a series of public astrobiology talks at The Los Angeles County Museum of Natural History, and participate in the Exploring Your Universe / UCLA Science Day event held every year to bring science to the community. Helping young learners achieve success in STEM education through EPO programs that afford meaningful STEM experiences is the ultimate goal of UCLA's iPLEX EPO plan. We hope to make a significant impact on our community and build upon the efforts of our colleagues in STEM education to increase the retention of students pursuing degrees in STEM fields.

Is it Really a Man's World? Black Men in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Lundy-Wagner, Valerie C.

2013-01-01

Efforts to improve the Black science, technology, engineering and mathematics (STEM) pipeline have focused on historically Black colleges and universities (HBCUs); however, this work generally fails to acknowledge men. This article characterized Black male receipts of bachelor's degrees from HBCUs in STEM fields between 1981 and 2009 using a…

The High School Environment and the Gender Gap in Science and Engineering

PubMed Central

Legewie, Joscha; DiPrete, Thomas A.

2016-01-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields. Building on recent gender theories, we argue that widely shared and hegemonic gender beliefs manifest differently across schools so that the gender-specific formation of study plans is shaped by the local environment of high schools. Using the National Education Longitudinal Study, we first show large variations between high schools in the ability to attract students to STEM fields conditional on a large set of pre–high school measures. Schools that are successful in attracting students to these fields reduce the gender gap by 25 percent or more. As a first step toward understanding what matters about schools, we then estimate the effect of two concrete high school characteristics on plans to major in STEM fields in college—a high school's curriculum in STEM and gender segregation of extracurricular activities. These factors have a substantial effect on the gender gap in plans to major in STEM: a finding that is reaffirmed in a number of sensitivity analyses. Our focus on the high school context opens concrete avenues for policy intervention and is of central theoretical importance to understand the gender gap in orientations toward STEM fields. PMID:27857451

The High School Environment and the Gender Gap in Science and Engineering.

PubMed

Legewie, Joscha; DiPrete, Thomas A

2014-10-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields. Building on recent gender theories, we argue that widely shared and hegemonic gender beliefs manifest differently across schools so that the gender-specific formation of study plans is shaped by the local environment of high schools. Using the National Education Longitudinal Study, we first show large variations between high schools in the ability to attract students to STEM fields conditional on a large set of pre-high school measures. Schools that are successful in attracting students to these fields reduce the gender gap by 25 percent or more. As a first step toward understanding what matters about schools, we then estimate the effect of two concrete high school characteristics on plans to major in STEM fields in college-a high school's curriculum in STEM and gender segregation of extracurricular activities. These factors have a substantial effect on the gender gap in plans to major in STEM: a finding that is reaffirmed in a number of sensitivity analyses. Our focus on the high school context opens concrete avenues for policy intervention and is of central theoretical importance to understand the gender gap in orientations toward STEM fields.

How Undergraduate Women Choose STEM Careers

NASA Astrophysics Data System (ADS)

Hughes, Roxanne

2013-03-01

In 2010 women represented half of the US population and over half of current graduates from college (57%) but less than a third of undergraduate degrees in science and engineering (STEM). This underrepresentation is worse in certain fields such as physics (21%), and engineering (22%) compared to 52% in chemistry. This underrepresentation is not only a social and cultural issue, but it is also cause for alarm in regard to the United States' ability to maintain its technological and economic dominance in the global economy. STEM fields provide valuable contributions to the nation's economic and environmental security (Augustine, 2005; Chang, 2009; Riegle-Crumb and King, 2010; Robelen, 2010; Tessler, 2008), paying practitioners well and bringing in revenue for successful businesses and governments (National Science Board [NSB], 2008; Riegle-Crumb and King). Consequently, addressing the underrepresentation of women and increasing their persistence in STEM fields will increase the number of scientists and engineers contributing to these fields, which could, in turn, improve the nation's economy, safety, and technological revenues. Research indicates that there are internal and external factors that affect the ability of women to see future success in STEM and to identify with the STEM and consequently persist. This presentation will summarize the current literature on issues affecting undergraduate women's retention in STEM as well as present strategies to improve this retention. Part of this presentation will draw from my own research studies in this area. The findings from my study and others reveal that only women who participate in redefinition strategies related to their marginalized status are able to persist; those who cannot redefine their marginality in relation to the dominant discourse of STEM begin to lose interest or doubt their competence in the field, resulting in their departure from STEM.

The influence of stem initiative programs for middle and high school students on female STEM college majors

NASA Astrophysics Data System (ADS)

McCaslin, Stephanie D.

The areas of Science, Technology, Engineering, and Mathematics have long been overrepresented by men. In the workforce, more men work in these fields than women, and in school, more male students select majors in Science, Technology, Engineering, and Mathematics (STEM) than female students. Research has indicated that female students represent less than a third of college students selecting STEM majors. Several recommendations have been made by prominent educational organizations, such as the American Association of University Women (AAUW), including promoting these subjects to female students through STEM initiatives that are innovative and expose female students to careers in these areas. This qualitative research study sought to analyze the effectiveness of these initiatives by determining what factors are considered when a female student selects a STEM field of study at the college level and to examine how these students perceived the effectiveness of the STEM initiatives in which they participated. A series of interviews were conducted with female college students with declared majors in STEM fields who had participated in STEM initiatives in the state of Maryland. After analysis of the data collected, it was determined that STEM initiatives are not necessarily effective in increasing the number of women who enroll in STEM programs at the college level, however, they are effective in encouraging female students who are already interested in STEM. Female students who participated in these STEM initiatives more frequently were more likely to have a better understanding of STEM options, and were also more likely to complete STEM college degrees in less time than those who did not participate frequently in STEM initiatives.

A quantitative analysis of factors that influence and predict students' intention to major in and complete an undergraduate program in STEM or non-STEM

NASA Astrophysics Data System (ADS)

Yang, Xuemei

2005-11-01

The goal of this study was to explore and understand the factors that influence students' intention to major in and complete an undergraduate program in a science, technology, engineering, or mathematics (STEM) discipline, in a non-STEM field, and how students' gender directly and indirectly affects their success in college. A quantitative study of three thousand four (3004) ACT-tested students who entered a Midwestern, land-grant university as freshmen in fall, 1999 was conducted based on their ACT Assessment information and their enrollment and graduation status after five years. A wide variety of variables were considered and logistic regression, factor analysis, and path analysis were used to analyze the data. The results show that students who intended to major in or completed STEM programs generally have better academic qualifications than their counterparts who intended to major in non-STEM fields. Students who intended to major in or completed STEM programs came from lower income families and smaller communities than those who intended to major in or graduated from non-STEM programs. In this study, gender's direct effect on students' college achievement is eleven times the total of gender's indirect effects through several major factors for students in both STEM fields and non-STEM fields. Perhaps nature has favored females when students' achievement is measured as their college GPA. The results also show that the overall high dropout rate is strongly associated with students' inadequate preparation in high school and family income. Out-of-school accomplishment in community service is a negative influence on their completion of a college degree. ACT scores are not necessary for prediction of college graduation.

Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields.

PubMed

Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

2015-01-01

Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge-in particular in mathematics domains-influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees.

Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields

PubMed Central

Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

2015-01-01

Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge—in particular in mathematics domains—influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees. PMID:26113823

The persistence of women in STEM: A constructivist grounded theory study

NASA Astrophysics Data System (ADS)

Gamm, Ryan

Men and women have reached relative parity in most sectors of the United States workforce. Yet women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields (AAUW, 2010). Underrepresentation persists despite several decades of research, legislation, and intervention focused on gender equality in STEM fields (Clewell, 2002). The underrepresentation or shortage of women in STEM fields is identifiable primarily in degree attainment, in workforce demographics, and in a gender wage gap. Situated in constructivist grounded theory, this study asks how do women in science, technology, engineering, and mathematics (STEM) fields, particularly those in established career positions, persist when encountering personal and institutional barriers, resistance, and hostility? I use an interpretive-constructivist lens to conduct a grounded theory study exploring the experiences of women who persist in STEM fields, their relation to extant literature on this topic, and the connections to K-12 education practices, specifically curriculum. To understand the connections to curriculum I employ Pinar's (2012) method of currere. Pinar (2012) contends currere "provides a strategy for students of curriculum to study the relations between academic knowledge and life history in the interests of self-understanding and social reconstruction" (p.44). This qualitative study explored nine female STEM workers stories of persistence as each respondent works in STEM fields were gender parity has yet to be established. This study presents a substantive theory: As women persist in STEM fields they reframe themselves to be situated in the overlapping intersection of the social processes that correspond to "engagement" and "persistence." This reframing is possible by interpreting one's present day circumstances by independently removing oneself from current circumstances to understand the cumulative effect of both past and present. The findings highlight the importance of early educative experiences and their reinforcement throughout formal education including the STEM pipeline. The findings suggest that how one understands and interprets STEM work, and the compatibility ones' own identity with this work are crucial, reinforcing the some of the diverse body of literature that seeks to understand women's underrepresentation in STEM. Although literature focused on STEM related education, including work examining gender, offers suggestions compatible with the findings of this study, experiences that are match the stories of the respondents appear to be outside of the norm.

Sexual harassment within the marine sciences and the ethical dilemmas of collaboration: a case study in the education and reportino methods available to scientists, students, and staff on board a federal research vessel

NASA Astrophysics Data System (ADS)

Ohern, J.

2016-02-01

Within the Science, technology, engineering, and math (STEM) disciplines, a disparity between male and female involvement persists on the order of about 3:1. While roughly 40% of men with STEM degrees go on to pursue STEM jobs, just 26% of women with STEM degrees hold jobs within the STEM field. There are a number of contributing factors to these disparities, but one pernicious factor is the issue of sexual harassment and discrimination. For the marine sciences this is an especially concerning issue because our field research frequently takes place hundreds of miles offshore. Despite education and policy initiatives, sexual harassment pervades many research vessels and is often never addressed, discouraging female involvement and limiting the opportunities available to women. Ethical dilemmas develop when administrators do not want to risk limited field schedules and funding while investigations are conducted and harassment issues resolved. Additionally, scientists and staff often collaborate between institutions, benefitting science but blurring the lines of responsibility. In one such case, administrators within a federal research office declined to report sexual harassment taking place between contracted crew members on their research vessel. The lengthy review process and lack of culpability discourages reporting of sexual harassment and allows problematic situations to occur. This case study reviews the reporting mechanisms currently in place, the barriers to reporting, and the proposed methods for more effectively resolving discriminatory workplaces. Collaboration within marine science is an absolute necessity, and our research benefits from diverse working groups. As marine scientists we have an ethical responsibility to ensure safe working environments for both the scientists and the staff who make our research possible.

Improving Student Success in Calculus at Seattle University

ERIC Educational Resources Information Center

Carter, J. D.; Helliwell, D.; Henrich, Allison; Principe, M.; Sloughter, J. M.

2016-01-01

Finding ways to improve student success in calculus is a critically important step on the path to supporting students who are pursuing degrees in STEM fields. Far too many students fail calculus 1 and are pushed to drop their majors in technical fields. One way of addressing this issue is by following a program that was pioneered at University of…

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

Factors Associated with Female Chemist Doctoral Career Choice within the Physical Sciences

ERIC Educational Resources Information Center

Dabney, Katherine P.; Tai, Robert H.

2014-01-01

Research shows that women are entering the field of physics at a faster rate than the field of chemistry through bachelor's and doctoral degrees. However, STEM studies primarily compare women to men or examine them as a single entity. Therefore, a paucity of research exists that examines what may differentiate women in certain critical and…

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

NASA Astrophysics Data System (ADS)

Koch, Amanda Joy

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 school-level features that influence undergraduate students' decisions to leave STEM majors, focusing on potential explanations for why females are more likely than males to leave. Persistence in STEM was examined in three samples: (a) persistence through the second year of college in a sample of high school seniors interested in STEM majors; (b) persistence through the fourth year of college in a sample of second year undergraduate STEM majors; and (c) persistence through the second, third, and fourth years of college in a sample of high school seniors interested in STEM majors. Differences between persistence in male-dominated and non-male-dominated STEM majors were also examined. In all samples, gender differences were found for most individual-level predictors, with males tending to score higher than females on measures such as SAT-Math, self-rated STEM ability, and high school extracurricular activities and awards in STEM. On the other hand, females earned better high school grades and had stronger relative non-STEM ability and achievement than males. Bivariate analyses indicated that those who persisted in STEM majors typically had higher scores than those who did not persist for SAT-Math, high school achievement, STEM course taking, undergraduate STEM grades, self-rated STEM ability, interest in STEM, extracurricular activities and awards in STEM, degree goals, and socioeconomic status. Multivariate analyses identified SAT-Math as one of the best predictors of persistence in high school samples, and undergraduate STEM GPA was one of the best predictors in the samples of second year undergraduates. In several samples, a significant cross-level interaction was found between gender and undergraduate females' college-level proportional representation in STEM; however, the effects were inconsistent across samples. Even when controlling for various individual- and school-level predictors, gender effects tended to remain significant, with females in most samples leaving STEM majors at higher rates than males.

A Phenomenological Study of the Lived Experiences of Latina Engineering Students at a Community College: Intersection of Race, Gender, and Class

NASA Astrophysics Data System (ADS)

Melendez, Marnie

The United States Science, Technology, and Engineering and Math (STEM) workforce is vital to this country's economic development interests, and its ability to compete effectively in the global market. One of the greatest challenges facing that industry in the US is the current and projected shortage of engineers serving the STEM industry. Policymakers, educators, and industry leaders in the US are concerned that if the noted challenge is not addressed, the projected shortage particularly in the engineering sector, will have a significant negative impact on the economic well-being of the U.S. (Hagedorn & Purnamasari, 2012). Research supports the need to widen the net when seeking out potential STEM students, and experts have pointed to increasing recruitment of women and underrepresented students into the STEM majors and fields. This study sought a deeper understanding of the lived experience of Latinas pursuing an engineering major at a California community college. Having the Latin engineering students describe in their own words what it is like to be women of color pursuing an engineering degree at a community college made their struggle real. It helped to explore new strategies and provoke change in policies to increase student success rates for Latinas in the STEM fields specifically in engineering. To attract and retain women of color (e.g., Latinas) in STEM programs, the effort must start where many of them typically begin their higher education, in the community college system. The researcher is also recommending that educators concerned with increasing retention, persistence, and academic performance, also examine and promote practices that serve to enhance the sense of belonging among all students, especially students of color. Furthermore, this research recommends that school administrators within the community college system should reaffirm their stated mission to eradicate racial and gender discrimination within the classroom and throughout the campus. Essentially, this stresses that college administration can play a huge role in enhancing the student success of historically disadvantaged students, including women of color pursuing or aspiring to pursue a degree within the STEM field.

The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college

NASA Astrophysics Data System (ADS)

Sahin, Alpaslan; Ekmekci, Adem; Waxman, Hersh C.

2017-07-01

This study examines college students' science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS). Descriptive analyses indicated that the overall percentage of HPS graduates who chose a STEM major in college was greater than Texas state and national averages. Logistic regression analyses revealed that males and Asian students are more likely to choose a STEM major in college than females and non-Asian students, respectively. Moreover, students whose parents had a college degree in the U.S. are more likely to major in STEM fields than those who did not. Furthermore, males with higher mathematics efficacy and females with higher science efficacy are more likely to choose a STEM major than their counterparts with lower mathematics and science efficacy.

Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges. Report #C388

ERIC Educational Resources Information Center

Costello, Cynthia B.

2012-01-01

Drawing on a literature and program review, analysis of publicly available data, and consultations with experts in the field, this report examines opportunities for women and student parents to pursue and succeed in STEM fields at community colleges. Findings include the following: (1) Women with associate's degrees earn only 77 percent of what…

Where are the women? Campus climate and the degree aspirations of women in science, technology, engineering and mathematics programs

NASA Astrophysics Data System (ADS)

Schulz, Phyllis

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) at all levels of higher education, which has become a concern in the competitive global marketplace. Using both quantitative and qualitative analysis, this dissertation sought to learn more about how the campus climate and self-concept influence the degree aspirations of female undergraduate students majoring in STEM programs. Using the Beginning Post-Secondary dataset, regression analyses showed that a student's initial degree aspirations, SAT scores, and interactions with faculty were all positively related to their degree aspirations three years later. Interviews with seven current STEM undergraduates confirmed the importance of interaction with faculty and suggested undergraduate research and classroom experiences also play a role in the degree aspirations of STEM students. Three of the seven students interviewed began their undergraduate educations as non-STEM majors, suggesting that the traditional STEM pipeline may no longer be the norm. These findings suggest that both future research and current practitioners should focus on undergraduate STEM classroom and research experiences. Additionally, the characteristics of students who switch into STEM majors should be explored so that we may continue to expand the number of students pursuing STEM degrees.

Women planning to major in computer science: Who are they and what makes them unique?

NASA Astrophysics Data System (ADS)

Lehman, Kathleen J.; Sax, Linda J.; Zimmerman, Hilary B.

2016-12-01

Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor's degrees. Understanding women's low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.

Communities, Classrooms, and Peers: Examining How Local Contexts Shape Female Students' STEM Intentions

NASA Astrophysics Data System (ADS)

Riegle-Crumb, Catherine

2017-01-01

Despite being the focus of decades of research as well as interventions, gender inequality in representation in many STEM fields, including physics, engineering, and computer science remains. Recent research indicates that high school is a particularly important time point to investigate regarding the roots of inequality, as this is when many young women decide that they are not interested in pursuing degrees in these STEM fields. This presentation will focus on the role of local contexts, including communities, classrooms, and peers, in contributing to such decisions. Specifically, sociological theories suggest that role models and peers within young people's immediate environment can send both implicit and explicit messages that contradict larger social stereotypes, and promote perceptions and experiences of inclusion. Alternatively, adults and peers can endorse and behave in a manner consistent with stereotypes, leading to overtly exclusionary messages and actions. Utilizing data from a large urban district in the Southwest, as well as a national sample of high school students, this presentation will examine how such factors within local contexts can work in both positive and negative ways to shape girls' interests and expectations in STEM fields.

Pathways into STEM among low-income, urban immigrant emergent bilingual/multilingual young adults: Opportunity, access, and persistence

NASA Astrophysics Data System (ADS)

Heyman, Jeremy Benjamin

This project builds upon the author's multi-year critical ethnographic study of urban immigrant students and their trajectories into STEM (science, technology, engineering, or mathematics) from high school through their transition to college. At its core, this study investigates the paths of over three dozen newcomer immigrant English language learner students in high-poverty urban neighborhoods who are not generally considered "legitimate contenders" for Bachelor's degrees in STEM fields on the basis of such characteristics as test scores, high school and prior preparation, and age. The students are followed through their high school experiences, their transition to college, and through their current progress in college, with explicit attention paid to key mediating experiences and relationships in and especially outside of the classroom that were associated with their toward persistence and success. Thick description and analysis of the students and their experiences, among those who persisted as well as the minority who switched out of STEM majors, helps to demonstrate a proof-of-concept of these students' ability to succeed while painting a comprehensive picture of their march forward to degrees in STEM fields against a backdrop of economic, linguistic, and other barriers to entry and success. Using a framework of social and capital and resilience theories, this work has uncovered a number of themes and factors that will help educators to better understand the evolution of these traditionally marginalized students' STEM-related interests, skills, and career plans. The findings center around students' exposure to research internships and other STEM enrichment and outreach experiences, long-term mentoring and other key relationships, and integration of STEM and college access efforts in setting them up for a successful transition to college, as well as an emphasis on the importance of students' calling upon their own resilience and other strengths and prior experiences. The results provide novel insights and recommendations for improving access and persistence in STEM among students in areas of concentrated poverty who are also struggling with mastering a new language and a host of other challenges.

Do They Enter the Workforce? Career Choices after an Undergrad Research Experience

NASA Astrophysics Data System (ADS)

Greco, S.; Wissel, S.; Zwicker, A.; Ortiz, D.; Dominguez, A.

2015-11-01

Students in undergrad research internships go on to grad school at rates of 50-75% (Lopatto, 2007;Russell, 2005). NSF studied its undergrad program and found that 74% of physics interns (67% for engineering) go to grad school. PPPL undergrad interns were tracked for 10 years. Only 3% of physics PhD candidates are studying plasma physics, but 23% of our alumni that entered grad school did so in plasma. AIP reports that 60% of physics majors go to grad school (AIP, 2012), but 95% of PPPL interns have gone on to grad schools. Several programs track enrollment in grad school. AIP compiles statistics of undergrads who enter grad school and PhD students who work in the field. There has been no study of interns that follows the path from undergrad to grad school and then on to employment. Our tracking shows that most not only complete their advanced degrees but also stay in STEM fields following their academic careers. 88% of them become part of the STEM workforce, higher than the 82% of all physics PhDs employed in physics after obtaining their degree (AIP, 2014). PPPL puts more students in grad school in physics, and specifically plasma physics, and a higher percentage of those grad students stay in the STEM workforce.

Regulation of body temperature in the blue-tongued lizard.

PubMed

Hammel, H T; Caldwell, F T; Abrams, R M

1967-06-02

Lizards (Tiliqua scincoides) regulated their internal body temperature by moving back and forth between 15 degrees and 45 degrees C environments to maintain colonic and brain temperatures between 30 degrees and 37 degrees C. A pair of thermodes were implanted across the preoptic region of the brain stem, and a reentrant tube for a thermocouple was implanted in the brain stem. Heating the brain stem to 41 degrees C activated the exit response from the hot environment at a colonic temperature 1 degrees to 2 degrees C lower than normal, whereas cooling the brain stem to 25 degrees C delayed the exit from the hot environment until the colonic temperature was 1 degrees to 2 degrees C higher than normal. The behavioral thermoregulatory responses of this ectotherm appear to be activated by a combination of hypothalamic and other body temperatures.

Integration of immunological aspects in the European Human Embryonic Stem Cell Registry.

PubMed

Borstlap, Joeri; Kurtz, Andreas

2008-05-01

The immunological properties of stem cells are of increasing importance in regenerative medicine. Immunomodulatory mechanisms seem to play an important role not only with respect to the understanding of underlying mechanisms of autologous versus allogenic therapeutic approaches, but also for endogeneous tissue regeneration. The newly established European human embryonic stem cell registry (hESCreg) offers an international database for the registration, documentation and characterisation of human embryonic stem cells (hESC) and their use. By doing so, hESCreg aims to develop a model procedure for further standardisation efforts in the field of stem cell research and regenerative medicine, and eventually the registry may lead to a repository of therapy-related information. Currently the stem cell characterisation data acquired by the registry are divided into several categories such as cell derivation, culture conditions, genetic constitution, stem cell marker expression and degree of modification. This article describes immunological aspects of stem cell characterisation and explores the layout and relevance of a possible additional section to the hESCreg repository to include immunological characteristics of human embryonic stem cells.

Extending the shelf life of kohlrabi stems by modified atmosphere packaging.

PubMed

Escalona, V H; Aguayo, E; Artés, F

2007-06-01

Kohlrabi stems (without leaves) were stored under modified atmosphere packaging (MAP) for 60 d at 0 degrees C. An additional retail sale period of 3 d at 12 degrees C after each cold storage evaluation (30 and 60 d) was applied. Under high relative humidity (RH) and 0 degrees C, the stems showed low metabolic activity, as no changes in sugars and organic acids were found. From day 21 at 0 degrees C, air-stored stems showed a yellowing of stalks and later they fell down. This disorder severely affected the appearance of stems. A gas composition of 4.5 to 5.5 kPa O(2) plus 11 to 12 kPa CO(2) was reached using antimist oriented polypropylene plastic bags of 20-mum thicknesses. The stems in MAP conditions kept a high sensorial quality. It was enough for commercial purpose of 2 mo. The storage of kohlrabi stems in plastic bags, either MA or in perforated (control) packages, provided an additional protection reducing physical damage. The MAP conditions delayed the weight loss and development of bacterial soft and black rot, extending the shelf life of kohlrabi stems to 60 d at 0 degrees C plus 3 d at 12 degrees C. Stems are not chilling injury sensitive.

The evolution of policy issues in stem cell research: an international survey.

PubMed

Caulfield, Timothy; Rachul, Christen; Zarzeczny, Amy

2012-12-01

Stem cell research remains a tremendously promising yet controversial field of study. It continues to attract considerable public interest and generate discussion and debate. However, while the high profile of this field has endured, the tone and nature of the discourse that drives this profile appears to be changing. In order to get a better sense of how these potential shifts are perceived by individuals directly embedded in the field, we conducted an international internet survey of members of the stem cell research community. Our participants included individuals publishing on both scientific and ethical, legal and social issues topics. We explored the degree to which participants perceived that key policy issues were becoming more or less contentious over time. We queried views regarding the effect of regulatory frameworks on emerging stem cell research technologies and the extent to which participants experience pressure related to clinical translation. We also explored participants' relationships with industry, experience with patents and perceptions regarding the emphasis placed on the potential economic benefits of stem cell research. Our results suggest that while traditional debates such as those surrounding the moral status of the embryo remain, other issues more closely associated with clinical translation and commercialization are perceived as becoming increasingly contentious. This survey provides useful insight into the perspectives of a sample of active researchers working in countries around the world as well as an opportunity to reflect on the likely direction of future stem cell policy debates.

Update on mesenchymal stem cell therapies for cartilage disorders

PubMed Central

Paschos, Nikolaos K; Sennett, Mackenzie L

2017-01-01

Cartilage disorders, including focal cartilage lesions, are among the most common clinical problems in orthopedic practice. Left untreated, large focal lesions may result in progression to osteoarthritis, with tremendous impact on the quality of life of affected individuals. Current management strategies have shown only a modest degree of success, while several upcoming interventions signify better outcomes in the future. Among these, stem cell therapies have been suggested as a promising new era for cartilage disorders. Certain characteristics of the stem cells, such as their potential to differentiate but also to support healing made them a fruitful candidate for lesions in cartilage, a tissue with poor healing capacity. The aim of this editorial is to provide an update on the recent advancements in the field of stem cell therapy for the management of focal cartilage defects. Our goal is to present recent basic science advances and to present the potential of the use of stem cells in novel clinical interventions towards enhancement of the treatment armamentarium for cartilage lesions. Furthermore, we highlight some thoughts for the future of cartilage regeneration and repair and to explore future perspectives for the next steps in the field. PMID:29312843

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development.

PubMed

Van Oosten, Ellen B; Buse, Kathleen; Bilimoria, Diana

2017-01-01

Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women's leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants.

The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.

PubMed

Stoet, Gijsbert; Geary, David C

2018-04-01

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.

Stem cell sources for clinical islet transplantation in type 1 diabetes: embryonic and adult stem cells.

PubMed

Miszta-Lane, Helena; Mirbolooki, Mohammadreza; James Shapiro, A M; Lakey, Jonathan R T

2006-01-01

Lifelong immunosuppressive therapy and inadequate sources of transplantable islets have led the islet transplantation benefits to less than 0.5% of type 1 diabetics. Whereas the potential risk of infection by animal endogenous viruses limits the uses of islet xeno-transplantation, deriving islets from stem cells seems to be able to overcome the current problems of islet shortages and immune compatibility. Both embryonic (derived from the inner cell mass of blastocysts) and adult stem cells (derived from adult tissues) have shown controversial results in secreting insulin in vitro and normalizing hyperglycemia in vivo. ESCs research is thought to have much greater developmental potential than adult stem cells; however it is still in the basic research phase. Existing ESC lines are not believed to be identical or ideal for generating islets or beta-cells and additional ESC lines have to be established. Research with ESCs derived from humans is controversial because it requires the destruction of a human embryo and/or therapeutic cloning, which some believe is a slippery slope to reproductive cloning. On the other hand, adult stem cells are already in some degree specialized, recipients may receive their own stem cells. They are flexible but they have shown mixed degree of availability. Adult stem cells are not pluripotent. They may not exist for all organs. They are difficult to purify and they cannot be maintained well outside the body. In order to draw the future avenues in this field, existent discrepancies between the results need to be clarified. In this study, we will review the different aspects and challenges of using embryonic or adult stem cells in clinical islet transplantation for the treatment of type 1 diabetes.

Dual enrollment as a factor for women transitioning into STEM majors in Montana two-year colleges

NASA Astrophysics Data System (ADS)

Jakes, Penny Jane

The purpose of this non-experimental, descriptive, quantitative study was to describe the impact high school dual enrollment coursework has had on initial enrollment of women with STEM majors in Montana two-year colleges. The study was designed to find whether or not differences existed for access (initial enrollment), persistence (to third semester), and success (associate's degree, certificate, or transfer to a four-year institution within 150% of program length). The literature review highlighted the need for studies to address the issue of few women in science, technology, engineering, and mathematics (STEM) occupations. One goal of dual enrollment in Montana is to ease transitions from high school to college, including underrepresented populations such as women in STEM fields. The scope of this study was to collect, organize, and interpret data to describe the effect of that effort for women enrolling in STEM majors at two-year colleges in Montana. Baseline information established the demographics of young women who participated in dual enrollment in Montana high schools during 2007-2009. Data analysis described results using attributes of gender, dual enrollment, access, persistence, and success for those enrolled in STEM fields. Results indicated more young women than young men take advantage of dual enrollment in high school and more women than men with dual-enrollment credit initially enroll in college. More men than women major in a STEM field and more men persist and graduate within the STEM fields. Data indicated that 221 students enrolled in a Montana two-year college with DE/DC credit during 2007-2009. Of those, eight women chose STEM majors, six persisted to the third semester, and two completed. It is recommended that a mixed-methods study be conducted to give a deeper level of understanding for enrollment trends and career choice. Longitudinal studies should also be conducted as dual enrollment grows within the state of Montana. Further studies would enable educational stakeholders to make informed decisions to create meaningful change for women in STEM majors.

Borderless STEM education: A study of both American students and foreign students

NASA Astrophysics Data System (ADS)

Komura, Kiriko

This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global competencies. The purpose was to understand how international experiences can be enhanced in order to increase American STEM students' interest in study abroad programs and in earning advanced STEM degrees and to understand how to attract more foreign STEM students to study in the United States. Issues of particular focus were: the impacts of gender, race/ethnicity, and nationality on STEM students' motivation to participate in, and responses to study abroad programs, and the value of Information and Communication Technologies (ICTs) in borderless STEM education. Several different forms of multivariate analyses were performed on data from surveys at seven public and private colleges and universities in the Southern California area. The results indicated that among American students, greater value was placed on social and cultural experiences gained through studying abroad. In contrast, among foreign students greater value was placed on enhancement of their academic and professional development opportunities. American students whose study abroad included research experiences had a greater interest in international research and teaching in the future. Foreign graduate students majoring in computer science, engineering and biology are the most likely to seek opportunities to study and work in the US. Finally, ICTs were valued by American students as platforms for social interactions and by foreign students for facilitating professional networks. The analyses lead to several recommendations, including: STEM faculty should be made aware of the critical importance of their advising and mentoring in motivating students to choose to study abroad and, minority students gain more confidence about working in STEM fields and seeking advanced STEM degrees as a result of studying abroad.

Factors motivating Latino college students to pursue STEM degrees on CSU campuses in the southern San Joaquin Valley

NASA Astrophysics Data System (ADS)

Ramirez, Gabriel

The purpose of this study was to determine what factors were motivating Latino/a students in the southern San Joaquin Valley to pursue STEM degrees and whether these factors were specific to the Latino/a culture. A 12-question survey was administered to STEM majors at California State University, Bakersfield and California State University, Fresno and interviews were conducted with those survey respondents who agreed to be part of the process. The results of the survey suggested that factors such as STEM subject matter, STEM career knowledge, the possibility of a high paying salary, high school STEM grades, and family influence were significant in motivating Latino/a students to pursue STEM degrees. The results of the Chi Square Test suggested the Latino/a students' responses about college STEM degree granting statistics, the possibility of a high salary, and the effects of setbacks were significantly different to those of their non-Latino/a counterparts.

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

ERIC Educational Resources Information Center

Doerschuk, Peggy; Bahrim, Cristian; Daniel, Jennifer; Kruger, Joseph; Mann, Judith; Martin, Cristopher

2016-01-01

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors.…

When Do Faculty Inputs Matter? A Panel Study of Racial/Ethnic Differences in Engineering Bachelor's Degree Production

ERIC Educational Resources Information Center

Ransom, Tafaya

2013-01-01

Science, technology, engineering and mathematics (STEM) fields are widely credited as the primary drivers of economic growth through innovation, with engineering universally identified as especially critical. Yet as other nations have strengthened their engineering talent pools, the United States has struggled to cultivate an engineering workforce…

Advising and Progress in the Community College STEM Transfer Pathway

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Jeffers, Kimberly C.

2013-01-01

Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science…

Increasing Minority Participation and Matriculation in the Geosciences at El Paso Community College

NASA Astrophysics Data System (ADS)

Villalobos, J. I.

2011-12-01

Community colleges currently serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. Hispanics now constitute 15% of the general population and 19% of the college population in the US. This increase has led to more institutions emerging as HSI (Hispanic Serving Institution) by the federal government. These facts illustrate the potential community colleges hold to encourage STEM (Science Technology Engineering and Math) majors to minorities as well as non-minorities. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in enrollment. El Paso Community College (EPCC) currently enrolls 27,000 students with 85% of the student body being Hispanic. More than 130 programs of study are offered including an Associate of Science degree in Geological Sciences. Over the past three years we have implemented several initiatives in our effort to increase the number of Geological Science (GS) majors at EPCC. These efforts are aimed to decrease attrition rates of science majors by; streamlining the GS degree plan along with the process of course registration, introduce field-based research projects to students to allow hands on research, develop a work relationships with students and university faculty, increase the number of geology courses offered at EPCC including a field-based capstone course (GEOL 2407- Geological Field Methods), and strengthening the educational-bridge between the geological science departments of EPCC and University of Texas at El Paso.

Development of a Distance Education Program by a Land-Grant University Augments the 2-Year to 4-Year STEM Pipeline and Increases Diversity in STEM

PubMed Central

Drew, Jennifer C.; Oli, Monika W.; Rice, Kelly C.; Ardissone, Alexandria N.; Galindo-Gonzalez, Sebastian; Sacasa, Pablo R.; Belmont, Heather J.; Wysocki, Allen F.; Rieger, Mark; Triplett, Eric W.

2015-01-01

Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate’s degree at a local community college and then transferring to a 4-year institution to complete a bachelor’s degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states’ highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university’s life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students’ experiences are similar to the on-campus students’ experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort. PMID:25875606

Development of a distance education program by a Land-Grant University augments the 2-year to 4-year STEM pipeline and increases diversity in STEM.

PubMed

Drew, Jennifer C; Oli, Monika W; Rice, Kelly C; Ardissone, Alexandria N; Galindo-Gonzalez, Sebastian; Sacasa, Pablo R; Belmont, Heather J; Wysocki, Allen F; Rieger, Mark; Triplett, Eric W

2015-01-01

Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate's degree at a local community college and then transferring to a 4-year institution to complete a bachelor's degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states' highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university's life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students' experiences are similar to the on-campus students' experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort.

Mechanical aspects of degree of cement bonding and implant wedge effect.

PubMed

Yoon, Yong-San; Oxland, Thomas R; Hodgson, Antony J; Duncan, Clive P; Masri, Bassam A; Choi, Donok

2008-11-01

The degree of bonding between the femoral stem and cement in total hip replacement remains controversial. Our objective was to determine the wedge effect by debonding and stem taper angle on the structural behavior of axisymmetric stem-cement-bone cylinder models. Stainless steel tapered plugs with a rough (i.e. bonded) or smooth (i.e. debonded) surface finish were used to emulate the femoral stem. Three different stem taper angles (5 degrees , 7.5 degrees , 10 degrees ) were used for the debonded constructs. Non-tapered and tapered (7.5 degrees ) aluminum cylindrical shells were used to emulate the diaphyseal and metaphyseal segments of the femur. The cement-aluminum cylinder interface was designed to have a shear strength that simulated bone-cement interfaces ( approximately 8MPa). The test involved applying axial compression at a rate of 0.02mm/s until failure. Six specimens were tested for each combination of the variables. Finite element analysis was used to enhance the understanding of the wedge effect. The debonded stems sustained about twice as much load as the bonded stem, regardless of taper angle. The metaphyseal model carried 35-50% greater loads than the diaphyseal models and the stem taper produced significant differences. Based on the finite element analysis, failure was most probably by shear at the cement-bone interface. Our results in this simplified model suggest that smooth (i.e. debonded) stems have greater failure loads and will incur less slippage or shear failure at the cement-bone interface than rough (i.e. bonded) stems.

Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education

NASA Astrophysics Data System (ADS)

Linger, Matthew

The U.S. has enjoyed several decades of science, technology, engineering and math (STEM) success but that is changing as U.S. students show less interest in advanced learning in STEM fields. Consequently, U.S. students are less scientifically and mathematically literate than past generations, a state that may negatively impact their chances of educational and career success. The reasons for the decline in STEM interest are unclear as many U.S. students still go on to earn STEM degrees and work in STEM fields. Often, these are students who showed a particular capacity for STEM subjects, identified through existing research as earning higher than average SAT scores, especially SAT-math, or high science and math achievement test scores. This study looked at these and other factors as a means to determine what impact they have on U.S. students' interest in pursuing a STEM line of study. The study aimed to determine in what way the U.S. educational system can positively influence high school students toward pursuing a STEM college education. The High School Longitudinal Study of 2009 (HSLS:09) was used as the data source. More than 21,000 students were part of the observations. Factor analysis was used to turn related variables into larger constructs. Constructs and original HSLS:09 variables were analyzed through logistic regression analysis with STATA software. Few high school level instructional and non-instructional interventions were found to have an impact on a student's career choice in 9 th grade of his or her choice of college major in 12th grade. On the contrary, student attitudinal variables were shown to be most influential.

7 CFR 52.3761 - Defects.

Code of Federal Regulations, 2013 CFR

2013-01-01

... to the degree of freedom from harmless extraneous vegetable material, stems, and portions thereof... the stem-flower axis. A defect is a unit where the angle of these two axes exceeds 45 degrees. (5... pitted olive equal to or exceeding the area of a circle 5 mm in diameter. (12) Stem means a stem that...

7 CFR 52.3761 - Defects.

Code of Federal Regulations, 2014 CFR

2014-01-01

... to the degree of freedom from harmless extraneous vegetable material, stems, and portions thereof... the stem-flower axis. A defect is a unit where the angle of these two axes exceeds 45 degrees. (5... pitted olive equal to or exceeding the area of a circle 5 mm in diameter. (12) Stem means a stem that...

The Effect of Teacher Designed Multimedia on Student Comprehension and Retention Rates within Introductory College Science Courses

ERIC Educational Resources Information Center

Rhodes, Ashley E.

2013-01-01

Compared to other nations, fewer American students are pursuing and completing degrees within the science, technology, engineering, and mathematics (STEM) fields. For the United States to remain competitive, the development of novel instructional techniques designed to reach students who might otherwise be lost from these majors is imperative.…

Women of Science, Technology, Engineering, and Mathematics: A Qualitative Exploration into Factors of Success

ERIC Educational Resources Information Center

Olund, Jeanine K.

2012-01-01

Although the number of women entering science, technology, engineering, and mathematics (STEM) disciplines has increased in recent years, overall there are still more men than women completing four-year degrees in these fields, especially in physics, engineering, and computer science. At higher levels of education and within the workplace, the…

The Online College Labor Market: Where the Jobs Are

ERIC Educational Resources Information Center

Carnevale, Anthony P.; Jayasundera, Tamara; Repnikov, Dmitri

2014-01-01

More than 80 percent of job openings for workers with a bachelor's degree or better are posted online, compared to less than 50 percent of job openings for workers with less education, according to a new report from the Georgetown University Center on Education and the Workforce. The report's findings suggest that careers in STEM fields--Science,…

Characterization of Resistance to Cephus cinctus (Hymenoptera: Cephidae) in Barley Germplasm.

PubMed

Varella, Andrea C; Talbert, Luther E; Achhami, Buddhi B; Blake, Nancy K; Hofland, Megan L; Sherman, Jamie D; Lamb, Peggy F; Reddy, Gadi V P; Weaver, David K

2018-04-02

Most barley cultivars have some degree of resistance to the wheat stem sawfly (WSS), Cephus cinctus Norton (Hymenoptera: Cephidae). Damage caused by WSS is currently observed in fields of barley grown in the Northern Great Plains, but the impact of WSS damage among cultivars due to genetic differences within the barley germplasm is not known. Specifically, little is known about the mechanisms underlying WSS resistance in barley. We characterized WSS resistance in a subset of the spring barley CAP (Coordinated Agricultural Project) germplasm panel containing 193 current and historically important breeding lines from six North American breeding programs. Panel lines were grown in WSS infested fields for two consecutive years. Lines were characterized for stem solidness, stem cutting, WSS infestation (antixenosis), larval mortality (antibiosis), and parasitism (indirect plant defense). Variation in resistance to WSS in barley was compared to observations made for solid-stemmed resistant and hollow-stemmed susceptible wheat lines. Results indicate that both antibiosis and antixenosis are involved in the resistance of barley to the WSS, but antibiosis seems to be more prevalent. Almost all of the barley lines had greater larval mortality than the hollow-stemmed wheat lines, and only a few barley lines had mortality as low as that observed in the solid-stemmed wheat line. Since barley lines lack solid stems, it is apparent that barley has a different form of antibiosis. Our results provide information for use of barley in rotation to control the WSS and may provide a basis for identification of new approaches for improving WSS resistance in wheat.

A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools

NASA Astrophysics Data System (ADS)

Scott, Catherine Elizabeth

This study examined the characteristics of 10 science, technology, engineering, and mathematics (STEM) focused high schools. A comparative case designed was used to identify key components of STEM school designs. Schools were selected from various regions across the United States. Data collected included websites, national statistics database, standardized test scores, interviews and published articles. Results from this study indicate that there is a variety of STEM high school programs designed to increase students' ability to pursue college degrees in STEM fields. The school mission statements influence the overall school design. Students at STEM schools must submit an application to be admitted to STEM high schools. Half of the STEM high schools used a lottery system to select students. STEM high schools have a higher population of black students and a lower population of white and Hispanic students than most schools in the United States. They serve about the same number of economically disadvantaged students. The academic programs at STEM high schools are more rigorous with electives focused on STEM content. In addition to coursework requirements, students must also complete internships and/or a capstone project. Teachers who teach in STEM schools are provided regularly scheduled professional development activities that focus on STEM content and pedagogy. Teachers provide leadership in the development and delivery of the professional development activities.

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

PubMed Central

Van Oosten, Ellen B.; Buse, Kathleen; Bilimoria, Diana

2017-01-01

Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women’s leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants. PMID:29326618

Missed connections: A case study of the social networks of physics doctoral students in a single department

NASA Astrophysics Data System (ADS)

Knaub, Alexis Victoria

Gender disparity is an issue among the many science, technology, engineering, and mathematics (STEM) fields. Although many previous studies examine gender issues in STEM as an aggregate discipline, there are unique issues to each of the fields that are considered STEM fields. Some fields, such as physics, have fewer women graduating with degrees than other fields. This suggests that women's experiences vary by STEM field. The majority of previous research also examines gender and other disparities at either the nationwide or individual level. This project entailed social network analysis through survey and interview data to examine a single physics department's doctoral students in order to provide a comprehensive look at student social experiences. In addition to examining gender, other demographic variables were studied to see if the results are truly associated with gender; these variables include race/ethnicity, year in program, student type, relationship status, research type, undergraduate institute, and subfield. Data were examined to determine if there are relationships to social connections and outcome variables such as persistence in completing the degree and the time to degree. Data collected on faculty were used to rank faculty members; data such as h-indices and number of students graduate over the past 5 years were collected. Fifty-five (55) of 110 possible participants completed the survey; forty-three are male, and twelve are female. Twenty-eight of the fifty-five survey participants were interview; twenty-three are male, and five are female. Findings for peer networks include that peer networks are established during the first year and do not change drastically as one progresses in the program. Geographic location within the campus affects socializing with peers. Connections to fellow students are not necessarily reciprocated; the maximum percentage of reciprocated connections is 60%. The number of connections one has varies by network purpose, with students having more connections for the more social purposes. Students are isolated when working on their research, even in their early years. Research discussion does not occur, unless one is providing casual updates to a peer. Findings for student-faculty networks indicate that these relationships are important but complicated. Advisor selection is often done casually, even when one is switching advisors. Faculty have a lot of influence on the doctoral students such as motivating research collaborations among students or aiding in the job search. Most doctoral students feel as though there is a power dynamic that hinders them from socializing with faculty and thus, are not close to the faculty. Opportunities to develop stronger relationships and for professional development are often missed. The total number of peer and faculty ties has significant relationships to whether a student considers leaving the program. Analyzing the qualitative and quantitative data through demographic variables showed how complex these experiences are. All demographic variables indicated there are statistically significant differences in social experience among the groups, though the extent varies. The year in program variable showed the most differences among cohort years, primarily with those in the fifth year. While gender showed few differences, women tended to have more homophilous peer networks than men and women tended to have more connections to higher prestige faculty. The race/ethnicity, student type, undergraduate institute, subfield, and relationship status variables produced few statistically significant results. Peer networks have statistically significant differences in homophily when examining research type. The regression model suggests that being female, having a higher year in the program, and/or completing undergraduate studies from a liberal arts college increases the time to degree. Being in a relationship (dating or married) and/or working on experimental research decreases the time to degree. Only research peer network and departmental information network variables remain in this model. Suggestions for further research for both physics/STEM education and social network analysis are included. Suggestions for ways in which the Jonas University physics department can improve its climate are also included. Although these suggestions are written based upon the Jonas University data, they may be applicable to other physics/STEM graduate programs.

"STEMulating" success factors: An investigation of the academic talents of successful Black male college graduates from STEM programs

NASA Astrophysics Data System (ADS)

Hendricks, Jill T.

This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.

Physics education research: A research subfield of physics with gender parity

NASA Astrophysics Data System (ADS)

Barthelemy, Ramón S.; Van Dusen, Ben; Henderson, Charles

2015-12-01

Women currently outnumber men in obtaining undergraduate degrees but are underrepresented within STEM fields. However, women's representation varies by STEM field, and even further by STEM subfield. One field that has held a persistent low representation of women is physics. This paper seeks to uncover the truth behind an anecdotal claim that the subfield of physics education research (PER) has a higher representation of women than physics as a whole. Graduate students in PER completed an online survey to assess their demographics, trajectory in PER, climate experiences, and goals for their research. The response rate for the survey was 68%, yielding 125 total respondents. This paper will focus on the 91 respondents enrolled in U.S. graduate programs. It was found that women make up 51% of the U.S. PER graduate students in this sample, as compared to only 19% of physics graduate students overall. Survey findings also revealed that both women and men in PER graduate programs experience similarly positive working relationships with faculty and fellow students. Last, both men and women reported building a stronger scientific workforce and becoming better teachers as goals for their PER research.

Assessment of stem cell differentiation based on genome-wide expression profiles.

PubMed

Godoy, Patricio; Schmidt-Heck, Wolfgang; Hellwig, Birte; Nell, Patrick; Feuerborn, David; Rahnenführer, Jörg; Kattler, Kathrin; Walter, Jörn; Blüthgen, Nils; Hengstler, Jan G

2018-07-05

In recent years, protocols have been established to differentiate stem and precursor cells into more mature cell types. However, progress in this field has been hampered by difficulties to assess the differentiation status of stem cell-derived cells in an unbiased manner. Here, we present an analysis pipeline based on published data and methods to quantify the degree of differentiation and to identify transcriptional control factors explaining differences from the intended target cells or tissues. The pipeline requires RNA-Seq or gene array data of the stem cell starting population, derived 'mature' cells and primary target cells or tissue. It consists of a principal component analysis to represent global expression changes and to identify possible problems of the dataset that require special attention, such as: batch effects; clustering techniques to identify gene groups with similar features; over-representation analysis to characterize biological motifs and transcriptional control factors of the identified gene clusters; and metagenes as well as gene regulatory networks for quantitative cell-type assessment and identification of influential transcription factors. Possibilities and limitations of the analysis pipeline are illustrated using the example of human embryonic stem cell and human induced pluripotent cells to generate 'hepatocyte-like cells'. The pipeline quantifies the degree of incomplete differentiation as well as remaining stemness and identifies unwanted features, such as colon- and fibroblast-associated gene clusters that are absent in real hepatocytes but typically induced by currently available differentiation protocols. Finally, transcription factors responsible for incomplete and unwanted differentiation are identified. The proposed method is widely applicable and allows an unbiased and quantitative assessment of stem cell-derived cells.This article is part of the theme issue 'Designer human tissue: coming to a lab near you'. © 2018 The Author(s).

Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences

PubMed Central

Frankenfeld, Cara L.; Bases, Jessica; Espina, Virginia; Liotta, Lance A.

2014-01-01

What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM. PMID:25452491

Observation of three-dimensional elemental distributions of a Si device using a 360 degrees -tilt FIB and the cold field-emission STEM system.

PubMed

Yaguchi, Toshie; Konno, Mitsuru; Kamino, Takeo; Watanabe, Masashi

2008-11-01

A technique for preparation of a pillar-shaped specimen and its multidirectional observation using a combination of a scanning transmission electron microscope (STEM) and a focused ion beam (FIB) instrument has been developed. The system employs an FIB/STEM compatible holder with a specially designed tilt mechanism, which allows the specimen to be tilted through 360 degrees [T. Yaguchi, M. Konno, T. Kamino, T. Hashimoto, T. Ohnishi, K. Umemura, K. Asayama, Microsc. Microanal. 9 (Suppl. 2) (2003) 118; T. Yaguchi, M. Konno, T. Kamino, T. Hashimoto, T. Ohnishi, M. Watanabe, Microsc. Microanal. 10 (Suppl. 2) (2004) 1030]. This technique was applied to obtain the three-dimensional (3D) elemental distributions around a contact plug of a Si device used in a 90-nm technology. A specimen containing only one contact plug was prepared in the shape of a pillar with a diameter of 200nm and a length of 5mum. Elemental maps were obtained from the pillar specimen using a 200-kV cold-field emission gun (FEG) STEM model HD-2300C equipped with the EDAX genesis X-ray energy-dispersive spectrometry (XEDS) system through a spectrum imaging technique. In this study, elemental distributions of minor elements with weak signals were enhanced by applying principal component analysis (PCA), which is a superior technique to extract weak signals from a large dataset. The distributions of elements, especially the metallization component Ti and minor dopant As in this particular device, were successfully extracted by PCA. Finally, the 3D elemental distributions around the contact plug could be visualized by reconstruction from the tilt series of maps.

The Bayer Facts of Science Education XVI: US STEM Workforce Shortage— Myth or Reality? Fortune 1000 Talent Recruiters on the Debate

NASA Astrophysics Data System (ADS)

Bayer Corporation

2014-10-01

A major debate is currently underway in the USA about whether there is, in fact, a science, technology, engineering and mathematics (STEM) workforce shortage in the country or not. This is the subject of the Bayer Facts of Science Education XVI: US STEM Workforce Shortage—Myth or Reality? Fortune 1000 Talent Recruiters on the Debate. An ongoing public opinion research project commissioned by Bayer Corporation, the Bayer Facts surveys examine US STEM education, diversity and workforce issues. The 16th in the series, the newest survey asks talent recruiters at some of the country's largest employers—those included in the Fortune 1000—to weigh in on current and future demand for new hires with 2- and 4-year STEM degrees. As professionals responsible for scouting, recruiting and hiring talent at Fortune 1000 companies, both STEM and non-STEM alike, these individuals are on the frontlines, tasked with assessing and filling their companies' workforce needs. The survey asks the recruiters whether new hires with 2- and 4-year STEM degrees are as, more or less in demand than their peers without STEM degrees? Are more new STEM jobs being created at their companies than non-STEM jobs? Can they find adequate numbers of qualified candidates in a timely manner and how fierce is the competition for STEM degree holders? To answer these and other questions, the survey polled 150 talent recruiters at Fortune 1000 companies, both STEM and non-STEM alike. The survey also asks the recruiters about diversion in STEM, workforce diversity in the pipeline, the role of community colleges in developing the STEM pipeline and the desired skills and competencies of new hires.

Sustaining Retention of Nontraditional Students in the Geosciences in 2YC; Practices and Ideas

NASA Astrophysics Data System (ADS)

Villalobos, J. I.; Doser, D. I.

2012-12-01

As the role of 2YC (two-year colleges/community colleges) changes in the academic pipeline of higher education new practices and ideas to engage and retain students in the geosciences at the 2YC level need to be explored. 2YC typically have a student body composed of non-traditional students ranging from second career students, single parents, students with disabilities, seniors, and minorities. Currently, 2YCs serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. These statistics show the potential community colleges hold to encourage entering students to the STEM (Science Technology Engineering and Math) fields as a possible career choice. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in student enrollment. Over the past four years El Paso Community College (EPCC) in conjunction with The University of Texas at El Paso (UTEP) has implemented several initiatives in our effort to increase the number of Geological Science majors at EPCC and to ensure a successful transition to UTEP. These efforts are aimed to decrease attrition rates of science majors by; articulating degree plans between institutions, introduce field-based research projects to allow hands on experience for students, develop a working relationship between students and university faculty, diversify geology courses offered at EPCC, and strengthening the educational-bridge between the geological science departments of EPCC and UTEP through the aid of federally funded programs. The success of the these efforts have been seen by; the increase in geology majors in our A.S. degree program, the number of degrees conferred at EPCC, the successful transition of students to UTEP, and graduation of students from UTEP with advanced degrees.

Effect of Out-of-School Time STEM Education Programs: Implications for Policy

NASA Astrophysics Data System (ADS)

Talbot, Harry A.

Today's world requires greater STEM knowledge for employment and understanding of emerging issues. A predicted 3 million jobs will be created in STEM-related fields but the percentage of earned STEM-related degrees is diminishing. A lack of progress in STEM education for American students is most pronounced among females who make up 48% of the workforce and 24% of STEM employees. A lack of STEM interest among students is compounded by limited time in the school day for STEM topics, lack of teacher confidence in teaching STEM, and a lack of professional development. This study examines the impact of Out-of-School-Time (OST) programs on knowledge acquisition and attitudes toward STEM topics by gender. Program content was delivered by undergraduate pre-teacher candidates and undergraduate STEM majors, using a structured, hands-on engineering program developed for the National Aeronautics and Space Administration (NASA). Monthly professional development was provided to OST staff by NASA content specialists and instructors from Fresno State University. A repeated-measures design analyzed group differences across three points in time: prior to the start of instruction (pretest), immediately following the end of instruction (posttest), and 60 days following (post posttest). A within-group comparison measured posttest and post-post-test changes for each gender. Program students included in the study participated for at least 12 of the 24 program hours offered and completed all three assessments. The findings showed that STEM knowledge acquisition advanced at similar levels for both genders. These results were consistent with the existing research. Findings related to attitudes toward STEM topics showed that female students did not change over time but males students' interest lessened over time. These findings did not support the current research in this area. Recommendations for practice include developing programs that focus on gender differentiated learning styles, linking pre-service teachers with undergraduate STEM majors in the delivery of OST STEM content and skill development, and creating an environment that links the regular day school programs, OST programs, family, media,and cultural institutions to support STEM education. Universities should also play a leading role in the training of future teachers and STEM-field practitioners.

Characteristics of US Students That Pursued a STEM Major and Factors That Predicted Their Persistence in Degree Completion

ERIC Educational Resources Information Center

Mau, Wei-Cheng J.

2016-01-01

Low participation and completion rates in the science, technology, engineering, or mathematics (STEM) careers are a world-wide concern. This study tracked American college students over a 5-year period and identifies factors that lead to choosing a STEM major and in turn successfully earning a STEM degree. Characteristics of female and minority…

Moving Toward an Anti-Deficit Perspective: African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)

NASA Astrophysics Data System (ADS)

Mahoney, Melissa M.

The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants' academic careers, thereby, highlighting the complexity of this population's experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper's framework can be modified to explore the motivation of African American STEM students as well as the African American student's relationship with disability support services.

Psychology Degrees: Employment, Wage, and Career Trajectory Consequences.

PubMed

Rajecki, D W; Borden, Victor M H

2011-07-01

Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates-compared with those from certain preprofessional and technical undergraduate programs-generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master's degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field. © The Author(s) 2011.

Building Community and Fostering Success in STEM Through the Women in Science & Engineering (WiSE) Program at the University of Nevada, Reno

NASA Astrophysics Data System (ADS)

Langus, T. C.; Tempel, R. N.

2017-12-01

The Women in Science & Engineering (WiSE) program at the University of Nevada, Reno (UNR) aims to recruit and retain a diverse population of women in STEM fields. During the WiSE Program's 10 years in service, we have primarily functioned as a resource for 364 young women to expand their pre-professional network by building valuable relationships with like-minded women. More recently, we have introduced key changes to better benefit our WiSE scholars, establishing a new residence hall, the Living Learning Community (LLC). The introduction of the LLC, resident assistants, and academic mentors helped to provide support to a diverse culture of women with varying thoughts, values, attitudes, and identities. To evaluate the progress of our program, demographic data was statistically analyzed using SPSS to identify correlations between math preparation, performance in foundational courses, average time to graduation, and retention in STEM majors. Initial programmatic assessment indicates that students participating in WiSE are provided a more well-rounded experience while pursuing higher education. We have maintained a 90% retention rate of females graduating with bachelor's degrees in STEM disciplines (n=187), with many graduates completing advanced masters and doctoral degrees and seamlessly entering into post-graduate internships, professional, and industry careers. The success of the WiSE program is attributed to a focused initiative in fostering supportive classroom environments through common course enrollment, professional development, and engaging women in their community through service learning. As a continued focus, we aim to increase the inclusivity and representation of women at UNR in underrepresented fields such as physics, math, and the geosciences. Further program improvements will be based on ongoing research, including a qualitative approach to explore how providing gender equitable resources influences the persistence of women in STEM.

Field emission and photoluminescence of ZnO nanocombs

NASA Astrophysics Data System (ADS)

Wang, B.; Wu, H. Y.; Zheng, Z. Q.; Yang, Y. H.

2013-11-01

Three kinds of new comb-shape nanostructures of ZnO have been grown on single silicon substrates without catalyst-assisted thermal evaporation of Zn and active carbon powders. The morphology and structure of the prepared nanorods are determined on the basis of field-emission scanning electron microscopy (FESEM), transmission electron microscopy (TEM) and x-ray diffraction (XRD). The growth mechanism of the ZnO nanocombs can be explained on the basis of the vapor-solid (VS) processes. In nanocombs 1 and nanocombs 2, the comb teeth grow along [0001] and the comb stem grows along [], while in nanocombs 3, nanoteeth grow along [] and stem grows along [0001]. The photoluminescence and field-emission properties of ZnO nanocombs 1-3 have been investigated. The turn-on electric field of ZnO nanocombs 1-3, which is defined as the field required to producing a current density of 10 μA/cm2, is 9, 7.7 and 7.1 V/μm, respectively. The field-emission performance relies not only on the tip’s radius of curvature and field enhancement factor, but also on the factor evaluating the degree of the screening effect.

A Mobile Heat Applicator for Simulating Prescribed Fire Intensities

Treesearch

Stephen S. Sackett; Darold E. Ward

1972-01-01

In testing the degree of tolerance or susceptibility of tree stems to heat from prescribed fires, it is desirable to apply controlled quantities of heat to the lower bole. This paper describes an infrared heater capable of simulating the intensities of prescribed fires and mobile enough for use in the field under natural conditions. Procedures for calibrating the unit...

Long-term field evaluation of Mecinus janthinus releases against Dalmatian toadflax in Montana (USA)

Treesearch

Sharlene Sing; D. K. Weaver; R. M. Nowierski; G. P. Markin

2008-01-01

The toadflax stem mining weevil, Mecinus janthinus Germar, was first released in the United States in Montana, in 1996. This agent has now become established to varying degrees after subsequent releases made at sites throughout the state. Multiple releases of M. janthinus have presented researchers with a unique opportunity to evaluate the efficacy of this agent in...

Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering

ERIC Educational Resources Information Center

Downs, Holly A.

2014-01-01

Demands for online graduate degrees have increased pressure on universities to launch web degrees quickly and, at times, without attending to their quality. Scarce research exists identifying what evaluation activities are being done by science, technology, engineering, and mathematics (STEM) online graduate degree programs that are accustomed to…

Actively Encouraging Learning and Degree Persistence in Advanced Astrophysics Courses

NASA Astrophysics Data System (ADS)

McIntosh, Daniel H.

2018-01-01

The need to grow and diversify the STEM workforce remains a critical national challenge. Less than 40% of college students interested in STEM achieve a bachelor's degree. These numbers are even more dire for women and URMs, underscoring a serious concern about the country's ability to remain competitive in science and tech. A major factor is persistent performance gaps in rigorous 'gateway' and advanced STEM courses for majors from diverse backgrounds leading to discouragement, a sense of exclusion, and high dropout rates. Education research has clearly demonstrated that interactive-engagement (`active learning') strategies increase performance, boost confidence, and help build positive 'identity' in STEM. Likewise, the evidence shows that traditional science education practices do not help most students gain a genuine understanding of concepts nor the necessary skill set to succeed in their disciplines. Yet, lecture-heavy courses continue to dominate the higher-ed curriculum, thus, reinforcing the tired notion that only a small percentage of 'special' students have the inherent ability to achieve a STEM degree. In short, very capable students with less experience and confidence in science, who belong to groups that traditionally are less identified with STEM careers, are effectively and efficiently 'weeded out' by traditional education practices. I will share specific examples for how I successfully incorporate active learning in advanced astrophysics courses to encourage students from all backgrounds to synthesize complex ideas, build bedrock conceptual frameworks, gain technical communication skills, and achieve mastery learning outcomes all necessary to successfully complete rigorous degrees like astrophysics. By creating an inclusive and active learning experience in junior-level extragalactic and stellar interiors/atmospheres courses, I am helping students gain fluency in their chosen major and the ability to 'think like a scientist', both critical to improving STEM degree retention and degree-completion rates. My long-term mission is to see STEM degree programs at U.S. colleges and universities adopt active learning strategies as the curricular norm. Understanding the benefits of this evidence-based best practice is a key step to increasing and diversifying the national STEM degree recipient pool.

College Students' Persistence and Degree Completion in Science, Technology, Engineering, and Mathematics (STEM): The Role of Non-Cognitive Attributes of Self-Efficacy, Outcome Expectations, and Interest

ERIC Educational Resources Information Center

Aryee, Michael

2017-01-01

The lack of students' persistence (or student's effort to continue their academic studies until degree completion) in Science, Technology, Engineering, and Mathematics (STEM) and the attrition of STEM students as well as the shortage of STEM workers have gathered much attention from policy makers, governmental agencies, higher education…

Minoritized Students In STEM Pathways at Community Colleges

NASA Astrophysics Data System (ADS)

Babcock, Michael Jason

Community colleges are a prominent academic pathway for future scientists, engineers, and mathematicians, and serve as a gateway to higher education for traditionally marginalized student populations. Because of this, community colleges are uniquely positioned to combat the underrepresentation of African American, Latino/a, Native American, and Pacific Islander students in STEM. Research on students of color in STEM, however, has traditionally focused on K-12 schools and four-year colleges and universities, leaving a gap in our understanding about the role of community colleges in shaping student intentions to pursue STEM careers. To address that gap, this study examined students as they pursued a degree in STEM at a community college, for the purposes of contributing to our understandings of students of color in these environments. Utilizing science identity framing and longitudinal multi-case study methods, this study followed thirteen students as they navigated the community college and made decisions regarding their pursuit of a future in STEM fields. Specifically, this study illuminates the racialized nature of STEM at a community college, student thinking around choices to opt into or out of STEM, and the decision-making around choices to persist. Insight into the social and contextual factors underlying students' persistence demonstrates that students of color (especially women of color) do encounter hostile experiences within STEM contexts at community colleges, but how they respond to those hostilities influences persistence. Students who attribute hostilities such as micro-aggressions to the biases of others are more likely to persist. Students who do not attribute those hostilities to others are more likely to assume their experiences are attributable to the fact they do not belong in STEM. The findings establish the importance of recognizing and acknowledging the racialized and gendered nature of STEM, both in academic settings and at home, for those working to find belonging in fields where they have traditionally been excluded.

The bachelor's to Ph.D. STEM pipeline no longer leaks more women than men: a 30-year analysis.

PubMed

Miller, David I; Wai, Jonathan

2015-01-01

For decades, research and public discourse about gender and science have often assumed that women are more likely than men to "leak" from the science pipeline at multiple points after entering college. We used retrospective longitudinal methods to investigate how accurately this "leaky pipeline" metaphor has described the bachelor's to Ph.D. transition in science, technology, engineering, and mathematics (STEM) fields in the U.S. since the 1970s. Among STEM bachelor's degree earners in the 1970s and 1980s, women were less likely than men to later earn a STEM Ph.D. However, this gender difference closed in the 1990s. Qualitatively similar trends were found across STEM disciplines. The leaky pipeline metaphor therefore partially explains historical gender differences in the U.S., but no longer describes current gender differences in the bachelor's to Ph.D. transition in STEM. The results help constrain theories about women's underrepresentation in STEM. Overall, these results point to the need to understand gender differences at the bachelor's level and below to understand women's representation in STEM at the Ph.D. level and above. Consistent with trends at the bachelor's level, women's representation at the Ph.D. level has been recently declining for the first time in over 40 years.

Stem cell research: elephants in the room.

PubMed

Theise, Neil D

2003-08-01

The degree to which these elephants are disruptive to the steady advancement of the adult stem cell field will become clear with time. In some ways they enliven the discourse, but in many ways they interfere with efficient progress. Naming these elephants is a first step toward dealing with them. If we remain aware of these issues when evaluating new research, we are less likely to make careless mistakes, and we are more likely to be able to hold scientists, politicians, journalists, and entrepreneurs accountable for their practices. Although all adult stem cell researchers will spend time profitably riding some of these elephants, we will all inevitably spend more time cleaning up after them. Perhaps open, careful, and unbiased discussions of these elephants will help the cleanup work be less odious and completed sooner, rather than later.

Moving beyond Frontiers: How Institutional Context Affects Degree Production and Student Aspirations in STEM

ERIC Educational Resources Information Center

Eagan, Mark Kevin, Jr.

2010-01-01

Colleges and universities in the U.S. face increasing pressure from policymakers and corporate leaders to increase their production of undergraduate degrees in science, technology, engineering, and mathematics (STEM). These pressures stem from a need to maintain the country's global economic competitiveness in science and engineering innovation.…

Pursuit of STEM: Factors shaping degree completion for African American females in STEM

NASA Astrophysics Data System (ADS)

Wilkins, Ashlee N.

The primary purpose of the study was to examine secondary data from the Cooperative Institutional Research Program (CIRP) Freshman and College Senior Surveys to investigate factors shaping degree aspirations for African American female undergraduates partaking in science, technology, engineering, and mathematics (STEM) majors. Hierarchical multiple regression was used to analyze the data and identify relationships between independent variables in relation to the dependent variable. The findings of the study reveal four key variables that were predictive of degree completion for African American females in STEM. Father's education, SAT composite, highest degree planned, and self-perception were positive predictors for females; while independent variable overall sense of community among students remained a negative predictor. Lastly implications for education and recommendations for future research were discussed.

Women in physics: Reducing the gender gap at the college level

NASA Astrophysics Data System (ADS)

O'Donnell, Christine; Cunningham, Beth

2015-12-01

In the United States, too few women in college obtain physics degrees. This policy analysis examines different strategies for addressing the gap through improving physics courses and providing additional support to students. It re-commends that, although several options could be effective, stakeholders should prioritize implementing psychological interventions, and they should collaborate with groups from other STEM fields, humanities, and other interests.

Stem Cell Ophthalmology Treatment Study (SCOTS): bone marrow-derived stem cells in the treatment of Leber's hereditary optic neuropathy

PubMed Central

Weiss, Jeffrey N.; Levy, Steven; Benes, Susan C.

2016-01-01

The Stem Cell Ophthalmology Treatment Study (SCOTS) is currently the largest-scale stem cell ophthalmology trial registered at ClinicalTrials.gov (identifier: NCT01920867). SCOTS utilizes autologous bone marrow-derived stem cells (BMSCs) to treat optic nerve and retinal diseases. Treatment approaches include a combination of retrobulbar, subtenon, intravitreal, intra-optic nerve, subretinal, and intravenous injection of autologous BMSCs according to the nature of the disease, the degree of visual loss, and any risk factors related to the treatments. Patients with Leber's hereditary optic neuropathy had visual acuity gains on the Early Treatment Diabetic Retinopathy Study (ETDRS) of up to 35 letters and Snellen acuity improvements from hand motion to 20/200 and from counting fingers to 20/100. Visual field improvements were noted. Macular and optic nerve head nerve fiber layer typically thickened. No serious complications were seen. The increases in visual acuity obtained in our study were encouraging and suggest that the use of autologous BMSCs as provided in SCOTS for ophthalmologic mitochondrial diseases including Leber's hereditary optic neuropathy may be a viable treatment option. PMID:27904503

The Effect Of Stem Degrees On The Performance And Retention Of Junior Officers In The U.S. Navy

DTIC Science & Technology

2016-03-01

REPORT TYPE AND DATES COVERED Master’s thesis 4 . TITLE AND SUBTITLE THE EFFECT OF STEM DEGREES ON THE PERFORMANCE AND RETENTION OF JUNIOR OFFICERS IN...has positive and significant effects on retention and on promotion to O- 4 , and a negative effect on Fitness Report performance. Further research can...inconclusive, this thesis’s findings show that a STEM degree has positive and significant effects on retention and on promotion to O- 4 , and a negative effect

Evaluation of crystallographic strain, rotation and defects in functional oxides by the moiré effect in scanning transmission electron microscopy.

PubMed

Naden, A B; O'Shea, K J; MacLaren, D A

2018-04-20

Moiré patterns in scanning transmission electron microscopy (STEM) images of epitaxial perovskite oxides are used to assess strain and defect densities over fields of view extending over several hundred nanometers. The patterns arise from the geometric overlap of the rastered STEM electron beam and the samples' crystal periodicities and we explore the emergence and application of these moiré fringes for rapid strain analysis. Using the epitaxial functional oxide perovskites BiFeO 3 and Pr 1-x Ca x MnO 3 , we discuss the impact of large degrees of strain on the quantification of STEM moiré patterns, identify defects in the fringe patterns and quantify strain and lattice rotation. Such a wide-area analysis of crystallographic strain and defects is crucial for developing structure-function relations of functional oxides and we find the STEM moiré technique to be an attractive means of structural assessment that can be readily applied to low dose studies of damage sensitive crystalline materials.

Evaluation of crystallographic strain, rotation and defects in functional oxides by the moiré effect in scanning transmission electron microscopy

NASA Astrophysics Data System (ADS)

Naden, A. B.; O'Shea, K. J.; MacLaren, D. A.

2018-04-01

Moiré patterns in scanning transmission electron microscopy (STEM) images of epitaxial perovskite oxides are used to assess strain and defect densities over fields of view extending over several hundred nanometers. The patterns arise from the geometric overlap of the rastered STEM electron beam and the samples’ crystal periodicities and we explore the emergence and application of these moiré fringes for rapid strain analysis. Using the epitaxial functional oxide perovskites BiFeO3 and Pr1-x Ca x MnO3, we discuss the impact of large degrees of strain on the quantification of STEM moiré patterns, identify defects in the fringe patterns and quantify strain and lattice rotation. Such a wide-area analysis of crystallographic strain and defects is crucial for developing structure-function relations of functional oxides and we find the STEM moiré technique to be an attractive means of structural assessment that can be readily applied to low dose studies of damage sensitive crystalline materials.

Understanding the gender gap: Social cognitive changes during an introductory stem course.

PubMed

Hardin, Erin E; Longhurst, Melanie O

2016-03-01

Despite robust support for the basic theoretical model of social cognitive career theory (Lent, Brown, & Hackett, 1994) and predictions that, for example, increases (or declines) in self-efficacy would lead to subsequent increases (or declines) in interest, there has been surprisingly little longitudinal research that has directly examined the extent to which members of different groups (e.g., women and men) actually do experience changes in critical social-cognitive variables over time early in their curricula in the fields of science, technology, engineering, and mathematics (STEM). Knowing the extent to which such changes occur in typical introductory undergraduate courses is important for targeting interventions to increase persistence of underrepresented groups in STEM. We measured social-cognitive-career-theory-relevant variables near the middle and at the end of the 1st semester of a gateway introductory chemistry course and found that women had lower STEM self-efficacy, coping self-efficacy, and STEM interest than did men, even after controlling for actual course performance. Although there were no detrimental changes across the semester for women or men, men experienced a small but significant increase in their perceived support for pursuing a STEM degree, whereas women did not. (c) 2016 APA, all rights reserved).

Identifying Strategies for Increasing Degree Attainment in STEM: Lessons from Minority-Serving Institutions

ERIC Educational Resources Information Center

Perna, Laura W.; Gasman, Marybeth; Gary, Shannon; Lundy-Wagner, Valerie; Drezner, Noah D.

2010-01-01

To compete in the global marketplace, numerous reports point to the need for the United States to increase its production of highly educated workers in science, technology, engineering, and mathematics (STEM). Although estimates suggest that the number of STEM-related jobs will grow faster than other jobs, the rate of bachelor's degree production…

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

NASA Astrophysics Data System (ADS)

Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data have shown that the IDEA research experience, combined with program elements focused on professional development, reinforces students' sense of their science abilities, connects them to a network of supportive students and professionals and contributes to their sense of belonging within the geosciences.

Review of Gender Differences in Learning Styles: Suggestions for STEM Education

ERIC Educational Resources Information Center

Kulturel-Konak, Sadan; D'Allegro, Mary Lou; Dickinson, Sarah

2011-01-01

Women have made great strides in baccalaureate degree obtainment, out numbering men by over 230,000 conferred baccalaureate degrees in 2008. However, the proportion of earned degrees for women in some of the Science, Technology, Engineering, and Mathematics (STEM) courses continues to lag behind male baccalaureate completions (National Science…

The master degree: A critical transition in STEM doctoral education

NASA Astrophysics Data System (ADS)

Lange, Sheila Edwards

The need to broaden participation in the nation's science, technology, engineering, and mathematics (STEM) undergraduate and graduate programs is currently a matter of national urgency. The small number of women and underrepresented minorities (URM) earning doctoral degrees in STEM is particularly troubling given significant increases in the number of students earning master's degrees since 1990. In the decade between 1990 and 2000, the total number of master's recipients increased by 42%. During this same time period, the number of women earning master's degrees increased by 56%, African Americans increased by 132%, American Indians by 101%, Hispanics by 146%, and Asian Americans by 117% (Syverson, 2003). Growth in underrepresented group education at the master's level raises questions about the relationship between master's and doctoral education. Secondary data analysis of the Survey of Earned Doctorates (SED) was used to examine institutional pathways to the doctorate in STEM disciplines and transitions from master's to doctoral programs by race and gender. While the study revealed no significant gender differences in pathways, compared to White and Asian American students, URM students take significantly different pathways to the doctorate. URM students are significantly more likely to earn the bachelor's, master's, and doctoral degrees at three different institutions. Their path is significantly more likely to include earning a master's degree en route to the doctorate. Further, URM students are more likely to experience transition between the master's and doctoral degrees, and the transitions are not limited to those who earn master's degrees at master's-only institutions. These findings suggest that earning a master's degree is more often a stepping stone to the doctorate for URM students. Master's degree programs, therefore, have the potential to be a valuable resource for policymakers and graduate programs seeking to increase the diversity of URM students earning doctorates in STEM.

Transfer students in STEM majors at a Midwestern University: Academic and social involvement factors that influence student success

NASA Astrophysics Data System (ADS)

Lopez, Carlos

There is soon-to-be a shortage of qualified U.S. workers in science, technology, engineering, and mathematics (STEM). As a result, many science-related jobs are being filled by technically-skilled foreign workers. If the U.S wants to maintain its global economic leadership, then it must ensure a continuous growth of highly-trained individuals in STEM disciplines. Therefore, American institutions of higher education, including community colleges, must identify potential factors that contribute to the lack of interest in STEM majors, as well as the low rate of success of students who enter STEM majors but struggle to finish their degrees. The purpose of this study was to ascertain the perceptions of community college transfer students who are pursuing bachelor degrees in STEM majors at Iowa State University (ISU). What were their transfer experiences and what influenced their academic success in STEM. Participants were encouraged to share their transfer experiences while at the community college as well as their experiences on the ISU campus. They were also asked about their level of academic involvement, their relationships with faculty, and their participation in peer group activities prior to and after transferring. The research design included both quantitative and qualitative components, which provided an in-depth look at the experiences of STEM non-engineering and engineering students. Quantitative data include students' background characteristics, demographic information, and college activities at the community college and ISU. Qualitative data were used to illuminate students' overall transfer experience and their successful journey in STEM fields. The combination of quantitative and qualitative methods allowed a better understanding of the strategies students put into practice once they transfer from a community college to a four-year institution in pursuit of a STEM bachelor's degree. The results of this study suggest that there is an association among the background characteristics, community college experiences, university experiences, and the overall adjustment and cumulative GPA of transfer students from STEM non-engineering and engineering majors. In addition, students reported how their early experiences in science and mathematics inspired them to pursue a career in STEM. Even though students chose to go into STEM areas at the community college and university level due to prior interest, the role of academic advisors and faculty were crucial to the adjustment process. Thus, it is vital for academic advisors and faculty to assist students in researching the transfer process to four-year institutions because students need to understand why this is essential to their academic and social adjustment process. The results indicate that it is important to encourage students to interact inside and outside the classroom with other students and instructors. Also, students should become more involved in academic and social groups since these are important factors in enhancing their academic and social adjustment.

Tapping the Geoscience Two-Year College Student Reservoir: Factors that Influence Student Transfer Intent and Physical Science Degree Aspirations

NASA Astrophysics Data System (ADS)

Wolfe, Benjamin A.

Colleges and universities are facing greater accountability to identify and implement practices that increase the number of two-year college (2YC) students who transfer to four-year institutions (4YC) and complete baccalaureate degrees. This is particularly true for physical science and geoscience disciplines, which have the lowest STEM degree completion rates of students transferring from 2YCs (Wilson, 2014a). A better understanding of how academic engagement experiences contribute to increased 2YC student interest in these disciplines and student intent to transfer is critical in strengthening the transfer pathway for the physical sciences and geosciences. The purpose of this study was to gain understanding of the influence that background characteristics, mathematics preparation, academic experiences (e.g. faculty-student interaction, undergraduate research experiences, and field experiences), and academic advisor engagement have on 2YC student intentions to transfer to a four-year institution (4YC) with physical science or geoscience degree aspirations. Incorporating the conceptual frameworks of student engagement and transfer student capital (Laanan et al., 2010), this study used Astin's (1993; 1999) input-environment-outcomes (I-E-O) model to investigate what factors predict 2YC students' intent to transfer to a 4YC and pursue physical science or geoscience degrees. This study used a quantitative research approach with data collected from 751 student respondents from 24 2YCs. Results from three sequential multiple regression models revealed advisor interaction, speaking with a transfer advisor, and visiting the intended 4YC were significant in increased 2YC student transfer intent. Student-faculty interaction and faculty and academic advisors discussing career opportunities in the physical sciences were significant in leading to increased 2YC student intent to pursue physical science degrees or geoscience degrees. The results also substantiated the significant role that field-based experiences have in increasing student intent in pursuing geoscience related majors. Surprisingly, developmental math placement was not found to be a significant predictor of transfer intent nor intent to pursue physical science or geoscience degrees. These findings reveal that developing practices focused on transfer student capital acquisition can strengthen the pipeline of physical science and geoscience degrees and supports the suggestion that 2YCs can serve as an intervention point to broaden participation in STEM related degrees.

Electrical tweezer for highly parallelized electrorotation measurements over a wide frequency bandwidth.

PubMed

Rohani, Ali; Varhue, Walter; Su, Yi-Hsuan; Swami, Nathan S

2014-07-01

Electrorotation (ROT) is a powerful tool for characterizing the dielectric properties of cells and bioparticles. However, its application has been somewhat limited by the need to mitigate disruptions to particle rotation by translation under positive DEP and by frictional interactions with the substrate. While these disruptions may be overcome by implementing particle positioning schemes or field cages, these methods restrict the frequency bandwidth to the negative DEP range and permit only single particle measurements within a limited spatial extent of the device geometry away from field nonuniformities. Herein, we present an electrical tweezer methodology based on a sequence of electrical signals, composed of negative DEP using 180-degree phase-shifted fields for trapping and levitation of the particles, followed by 90-degree phase-shifted fields over a wide frequency bandwidth for highly parallelized electrorotation measurements. Through field simulations of the rotating electrical field under this wave-sequence, we illustrate the enhanced spatial extent for electrorotation measurements, with no limitations to frequency bandwidth. We apply this methodology to characterize subtle modifications in morphology and electrophysiology of Cryptosporidium parvum with varying degrees of heat treatment, in terms of shifts in the electrorotation spectra over the 0.05-40 MHz region. Given the single particle sensitivity and the ability for highly parallelized electrorotation measurements, we envision its application toward characterizing heterogeneous subpopulations of microbial and stem cells. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Bayer Facts of Science Education XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students

NASA Astrophysics Data System (ADS)

Bayer Corporation

2012-06-01

Diversity and the underrepresentation of women, African-Americans, Hispanics and American Indians in the nation's science, technology, engineering and mathematics (STEM) fields are the subjects of the XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students. Annual public opinion research project commissioned by Bayer Corporation, the Bayer Facts surveys examine science education and science literacy issues. The 15th in the series and the fifth to explore diversity and underrepresentation, this research is a direct outgrowth of last year's results which found 40 percent of the country's female and underrepresented minority (URM) chemists and chemical engineers working today were discouraged from pursuing their STEM career at some point in their lives. US colleges were cited as places where this discouragement most often happened and college professors as the individuals most likely responsible. Does such discouragement still occur in American colleges today? To answer this and other questions about the undergraduate environment in which today's students make their career decisions, the survey polls 413 STEM department chairs at the nation's 200 top research universities and those that produce the highest proportion of female and URM STEM graduates. The survey also asks the chairs about their institutions track record recruiting and retaining female and URM STEM undergraduates, preparedness of these students to study STEM, the impact of traditional introductory STEM courses on female and URM students and barriers these students face pursuing their STEM degrees.

The bachelor’s to Ph.D. STEM pipeline no longer leaks more women than men: a 30-year analysis

PubMed Central

Miller, David I.; Wai, Jonathan

2015-01-01

For decades, research and public discourse about gender and science have often assumed that women are more likely than men to “leak” from the science pipeline at multiple points after entering college. We used retrospective longitudinal methods to investigate how accurately this “leaky pipeline” metaphor has described the bachelor’s to Ph.D. transition in science, technology, engineering, and mathematics (STEM) fields in the U.S. since the 1970s. Among STEM bachelor’s degree earners in the 1970s and 1980s, women were less likely than men to later earn a STEM Ph.D. However, this gender difference closed in the 1990s. Qualitatively similar trends were found across STEM disciplines. The leaky pipeline metaphor therefore partially explains historical gender differences in the U.S., but no longer describes current gender differences in the bachelor’s to Ph.D. transition in STEM. The results help constrain theories about women’s underrepresentation in STEM. Overall, these results point to the need to understand gender differences at the bachelor’s level and below to understand women’s representation in STEM at the Ph.D. level and above. Consistent with trends at the bachelor’s level, women’s representation at the Ph.D. level has been recently declining for the first time in over 40 years. PMID:25741293

Identity development in upper-level physics students: transitions in and out of physics

NASA Astrophysics Data System (ADS)

Irving, Paul

2016-03-01

In this era of unprecedented attention from the White House and Congress, the STEM community must rise to the challenge of recruiting and retaining students to achieve the mandate of producing one million additional college graduates with degrees in STEM. However, the number of students choosing to pursue and persist with physics as a degree has had a stagnated growth rate when compared to other STEM fields, and some institutions are experiencing dramatic shifts in the demographics of the students entering their programs. The development of a subject-specific identity is a strong influence on students' persistence in a discipline and is a productive lens from which to understand the stagnated growth rate of physics majors and how to support a shift in student demographics. In this presentation, ongoing research is presented that aims to understand identity development in STEM with a focus on the transition from physics student to physicist. Community development and exposure to authentic practice are established as crucial factors that contribute to the development of a professional identity. How these findings can be implemented into course design is discussed with an outline of the P3 learning environment. The P3 learning environment blends the regular focus of reform-based teaching practices on deep conceptual understanding with a focus on students obtaining understanding through engagement with authentic scientific practices. By establishing and studying learning environments similar to P3 we can further explore the development of subject-specific identity while also developing effective teaching practices.

Cultivating Diversity and Competency in STEM: Challenges and Remedies for Removing Virtual Barriers to Constructing Diverse Higher Education Communities of Success.

PubMed

Whittaker, Joseph A; Montgomery, Beronda L

2012-01-01

The need to increase the number of college graduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines is a national issue. As the demographics of the United States' population grow increasingly more diverse, the recognition that students of color are disproportionately under-represented among those individuals successful at completing STEM degrees requires exigent and sustained intervention. Although a range of efforts and funding have been committed to increasing the success of under-represented minority (URM) students at primarily white, or majority, institutions, widespread progress has been slow. Simultaneously, Historically Black Colleges and Universities and Minority Serving Institutions have demonstrated disproportionate successes in graduating URM students with STEM degrees and those that proceed to completing graduate-level degrees in the sciences. The differential successes of particular institutions with promoting the achievement of diverse individuals in obtaining academic STEM degrees suggest that with committed and strategic leadership, advancements in creating academic communities that promote the success of a diverse range of students in STEM can be achieved in part through assessing and mitigating environmental barriers that impede success at majority institutions. In this paper, we address issues related to the engagement of URM students in majority settings and describe some efforts that have shown success for promoting diversity in STEM and highlight continuing issues and factors associated with cultivating diversity in academic STEM disciplines at majority institutions. Recommended efforts include addressing academic assistance, professional and cultural socialization issues and institutional environmental factors that are associated with success or lack thereof for URMs in STEM.

Factors Motivating Latino College Students to Pursue STEM Degrees on CSU Campuses in the Southern San Joaquin Valley

ERIC Educational Resources Information Center

Ramirez, Gabriel

2014-01-01

The purpose of this study was to determine what factors were motivating Latino/a students in the southern San Joaquin Valley to pursue STEM degrees and whether these factors were specific to the Latino/a culture. A 12-question survey was administered to STEM majors at California State University, Bakersfield and California State University, Fresno…

Application of Gamification in a College STEM Introductory Course: A Case Study

ERIC Educational Resources Information Center

Machajewski, Szymon Tomasz

2017-01-01

Between 2000 and 2016, the STEM industry reportedly added jobs at the rate of 28% while all jobs were growing at only 6%. However, 48% of bachelor's degree students and 69% of associate's degree students in STEM majors left their program of study between 2003 and 2009. The high attrition rate is often attributed to low student engagement, boredom,…

Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways

ERIC Educational Resources Information Center

Malcom, Shirley, Ed.; Feder, Michael, Ed.

2016-01-01

Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and…

Family-friendly research and workplace initiative announced

NASA Astrophysics Data System (ADS)

Showstack, Randy

2011-10-01

A new U.S. National Science Foundation (NSF) initiative aims to increase the participation of women and girls in the fields of science, technology, engineering, and math (STEM) over the next 10 years by providing more flexible research policies, promoting flexible workplace options, and supporting STEM careers for women, Obama administration officials announced on 26 September. Currently, women earn about 41% of STEM doctoral degrees awarded by U.S. educational institutions but make up only about 28% of tenure-track faculty in U.S. colleges and universities, the officials said. "Unfortunately, too many young women drop out of promising careers in science, engineering, and math because of conflicts between their desire to start families and the need to rapidly ramp up their careers," said John Holdren, director of the White House Office of Science and Technology Policy (OSTP). "The way to help women stay in the STEM jobs pipeline is to create and support more flexible workplace policies that allow a women's career—or a man's, for that matter, but as we know, it's more common for women to give up STEM careers for family reasons—to thrive even as time is allowed for important family responsibilities."

The trade-offs of teamwork among STEM doctoral graduates.

PubMed

Kniffin, Kevin M; Hanks, Andrew S

2018-01-01

Teamwork has increasingly become prevalent in professional fields such as academic science, perhaps partly because research shows that teams tend to produce superior work. Although research on teamwork has typically focused on its impact on work products, we complement that work by examining the degree to which teamwork influences salary, hours worked, and overall job satisfaction. Drawing on microdata collected through the National Science Foundation's Survey of Doctorate Recipients as well as the Survey of Earned Doctorates, we find that doctoral degree holders in science, technology, engineering, and mathematics (STEM) fields tend to earn substantially higher salaries and work more hours when they engage in teamwork. We also find no comparable difference in overall job satisfaction as a function of whether individuals work within teams. Additionally, we find evidence that age interacts significantly with teamwork, whereby older teamworkers tend to earn relatively more when participating in teams without appearing to work more hours; and we show that employment sector is important, whereby teamwork is relevant for salaries and hours worked in education and industry but not in government. Although our study is based on market outcomes and behavioral measures, our findings provide grounds for future research that examines the psychological mechanisms that are relevant to understanding why people join teams as well as the psychological consequences that people encounter through teamwork. More generally, this study provides a model for considering individual-level antecedents and outcomes associated with teamwork when degrees of discretion exist with respect to teaming. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Effect of stem water content on sap flow from dormant maple and butternut stems: induction of sap flow in butternut.

PubMed

Johnson, R W; Tyree, M T

1992-10-01

Sap flow from excised maple stems collected over the winter (1986/87) was correlated with stem water content. Stem water content was high in the fall (>0.80) and decreased rapidly during 2 weeks of continuous freezing temperatures in late winter (<0.60). Exudation of sap from stem segments subjected to freeze/thaw cycles was small (<10 mL/kg) in the fall, but substantial exudation (45-50 mL/kg) occurred following the decline in water content. These observations are consistent with Milburn's and O'Malley's models (J.A. Milburn, P.E.R. O'Malley [1984] Can J Bot 62: 2101-2106; P.E.R. O'Malley, J.A. Milburn [1983] Can J Bot 61:3100-3106) of sap absorption into gas-filled fibers during freezing. Exudation volume was increased 200 to 300% in maple stems originally at high water content (>0.80) after perfusion with sucrose and dehydration at -12 degrees C. Sap flow was also induced in butternut stem segments after the same treatment. Thus, sap flow may not be unique to maples. Sap flow could not be increased in stem segments dehydrated at 4 degrees C. Migration of water molecules from small ice crystals in fibers to larger crystals in vessels while stems were frozen may account for increase exudation after dehydration at -12 degrees C. This would result in preferential dehydration of fibers and a distribution of gas and sap favorable for stem-based sap flow.

A Tale of Two Disciplines: Law and Bioethics.

PubMed

Dresser, Rebecca

2017-01-01

Fascination with In re Quinlan, the first high-profile right-to-die case in the United States, led the author to law school. By the time she received her law degree, bioethics was emerging as a field of study, and law and bioethics became her field. The mission of legal education is to teach students to "think like a lawyer," which can be a productive way to approach issues in many fields, including bioethics. Legal education can also teach individuals to respect people whose views on bioethics issues differ from their own. This essay describes three areas in which legal training influenced the author's work in bioethics: treatment decisions, research misconduct, and stem cell research.

Promoting Gender Equity in STEM: Theory and Applications

NASA Astrophysics Data System (ADS)

Simmons, Elizabeth

2016-03-01

This presentation will begin by briefly reviewing data on the current status of women in STEM disciplines: degrees earned, careers pursued, obstacles encountered. Next, it will draw on social science research to illuminate a variety of underlying causes for gender disparities in STEM. These, in turn, will be shown to suggest an array of concrete actions that individual scientists, group leaders, and institutions can take to improve gender diversity; a few that the speaker has found especially effective in her role as a college dean will be noted. While the primary focus of the talk will be on women in physics, some of the broader issues encountered by sexual and gender minorities in STEM will also be discussed. In the remainder of the presentation, two particular interventions in which the speaker has been involved for the past several years will be covered in more detail: one aimed at building career skills of women physicists in developing nations and the other aimed at improving the climate for LGBT physicists here in the United States. These illustrate the wide array of opportunities open to all of us for making our field more inclusive.

A study of the lived experiences of African American women STEM doctoral degree completers

NASA Astrophysics Data System (ADS)

Squires, Stephanie Michelle

This study examined the lived experiences of African American women (AAW) who completed doctoral degrees in a STEM (science, technology, engineering, and mathematics) discipline in the United States. This study sought to fill the gap in the literature by examining how AAW described and made meaning of lived STEM educational experiences during doctoral degree completion in the context of the intersection of being African American and a woman. This study utilized a theoretical perspective based upon three theories: (a) critical race theory as a framework to gather AAW's narratives about STEM doctorate education, (b) Black feminist thought as a framework to view the intersection of being African American and a woman in the United States, and (c) the science identity model as a framework to view how women of color successfully complete scientific graduate degrees. Participants revealed that being an African American and a woman in a STEM doctoral program often complicated an already difficult process of completing the doctoral degree. The participants described the educational experience as challenging, particularly the writing of the dissertation. The challenges that the participants faced were due to various factors such as difficult advisor/advisee relationships, tedious writing and revision processes, politics, and lack of information regarding the doctoral degree process. The findings suggested that AAW participants confronted intrinsic bias while completing STEM doctoral degrees, which led to isolation and feelings of being an impostor---or feelings of not belonging in scientific studies. The findings also indicated that the women in this study ascribed success in dissertation writing and degree completion to one or more of the following attributes: (a) having a clear plan, (b) taking ownership of the writing process, (c) having an engaged advisor, (d) learning the writing style of the advisor, (e) understanding the temperament of the advisor, (f) personal will or self-motivation to finish, and (g) actively seeking support. Results also showed that despite being "one of the only ones," the AAW of this study utilized support networks and demonstrated resiliency and self-efficacy to reach doctoral degree completion.

An exploration of the factors that contribute to the success of African American professionals in STEM-related careers

NASA Astrophysics Data System (ADS)

Alexander Nealy, Yolande Kristine

This study examined factors that contribute to the success of African American professionals in STEM careers. Data were collected through a survey from 40 participants and in-depth interviews with eight of them. The survey was used to explore the participants' educational experiences from elementary school through college and on their STEM-related careers, whereas the individual interviews were used to gain insights into their perspectives as STEM professionals. The results of this study indicate that most of these African American STEM professionals attributed their choice of a STEM career to early exposure to and positive experiences in science and mathematics mediated by teachers and/or parents. Furthermore, the positive experiences and success in science and mathematics continued in high school and college, further solidifying their choice of a STEM career. However, for almost half of the participants, attending a HBCU seems to have played an important role in their enjoyment of and success in a STEM major. HBCUs provided them with role models and the necessary support and encouragement to succeed in their pursuit of a STEM degree. The results of this study illustrate the various factors that play a role in preventing leakage in the minority STEM pipeline: K-12 experiences mediated by parents and teachers; support systems in college and the workplace mediated by counselors, professors, peers, and administrators; and policies that facilitate integration and the development of such support systems. This study contributes to the current body of knowledge on minorities in STEM by focusing on what works, instead of focusing on the deficit model and what does not work. It is hoped that these results help validate the efforts of those who work towards a more equitable representation of the STEM fields.

Students who demonstrate strong talent and interest in STEM are initially attracted to STEM through extracurricular experiences.

PubMed

VanMeter-Adams, Amy; Frankenfeld, Cara L; Bases, Jessica; Espina, Virginia; Liotta, Lance A

2014-01-01

What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007-2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students' interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM. © 2014 A. VanMeter-Adams et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

First-generation Hispanic freshmen perceptions of selecting a STEM major

NASA Astrophysics Data System (ADS)

Carrandi Molina, Elizabeth

The purpose of this study was to explore the perceptions of Hispanic first-generation college students (FGCSs) who made the immediate transition from high school into a science, technology, engineering, or mathematics (STEM) field of study at a public, four-year higher education institution in South Florida. The conceptual foundation for this study was Bourdieu's (1986) Theory of Cultural Capital and Bandura's (1977) Theory of Self-Efficacy. Ten purposefully sampled participants engaged in face-to-face interviews or Skye/FaceTime with a total maximum duration of 90 minutes including member checking. As a result of the data collection and analysis, a total of six themes emerged: lack of cultural capital transmitted by cultural activities, high levels of parental encouragement/involvement, high levels of cultural capital transmitted through formal schooling, high levels of self-efficacy, beliefs of personal success, and overcoming challenges. Theme one evoked two subthemes: challenges and family life. Theme two produced two subthemes: home culture and cultural values. Theme three formed two subthemes: course rigor and teacher-student communication/relationships. Theme four conjured three subthemes: mindset, vicarious experiences, and home discourse. Theme five yielded two subthemes: verbal persuasion and performance accomplishments/mastery experiences. Finally, theme six formed one subtheme: biases. Findings from this study may benefit the literature on the lack of representation of Hispanic FGCSs in STEM fields in higher education and may serve as a starting point for the conception of programs and initiatives to spark and sustain student interest in STEM, and ultimately influence a student's decision to pursue a STEM degree in higher education.

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify The Barriers and Affordances

NASA Astrophysics Data System (ADS)

Boyce, Quintin

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these fields being disproportionately low, there are still individuals that persist and complete science degrees. The aim of this study was to investigate African American students who excel in science at Arizona State University and examine the barriers and affordances that they encounter on their journey toward graduation. Qualitative research methods were used to address the research question of the study. My methodology included creating a case study to investigate the experiences of eight African American undergraduate college students at Arizona State University. These four male and four female students were excelling sophomores, juniors, or seniors who were majoring in a science field. Two of the males came from lower socioeconomic status (SES) backgrounds, while two of the males were from higher SES backgrounds. The same applied to the four female participants. My research utilized surveys, semistructured interviews, and student observations to collect data that was analyzed and coded to determine common themes and elements that exist between the students. As a result of the data collection opportunities, peer support and financial support were identified as barriers, while, parental support, financial support, peer support, and teacher support were identified as affordances. In analyzing the data, the results indicated that for the student subjects in this study, sex and SES did not have any relationship with the barriers and affordances experienced.

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K-12 education

NASA Astrophysics Data System (ADS)

Delp, Matthew J.

This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008). Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature. In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has created a framework to guide school districts in STEM program selection, implementation, and evaluation.

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

PubMed Central

Salto, Lorena M.; Riggs, Matt L.; Delgado De Leon, Daisy; Casiano, Carlos A.; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity. PMID:25250695

Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University Summer Health Disparities Research Program.

PubMed

Salto, Lorena M; Riggs, Matt L; Delgado De Leon, Daisy; Casiano, Carlos A; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.

Perceptions, Engagement, and Practices of Teachers Seeking Professional Development in Place-Based Integrated STEM

ERIC Educational Resources Information Center

Nadelson, Louis S.; Seifert, Anne

2013-01-01

As science, technology, engineering, and mathematics (STEM) continue to grow in economic and social importance, it is critical that citizenry are prepared to be STEM literate. Furthermore, the workforce demands on STEM necessitate students seeking STEM degrees and pursuing STEM careers. Primary and secondary (K-12) teachers play an important role…

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

NASA Astrophysics Data System (ADS)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were highlighted throughout the study. First, AP Chemistry was described as a foundational course necessary for the challenges of STEM courses. AP Calculus was considered a course with practical benefits across STEM majors. Finally, AP Biology was found to be a gateway course, which inspired students to continue to pursue STEM majors in college. All three courses were strongly recommended to high school students considering a STEM major. The findings will help grow a larger and equally prepared pool of females and males and help sustain a more even distribution of women across STEM fields.

The Top STEM Degree Producers

ERIC Educational Resources Information Center

Diverse: Issues in Higher Education, 2012

2012-01-01

This article presents a list of the top Science, Technology, Engineering, and Mathematics (STEM) degree producers in the U.S. This list is broken down into seven categories: (1) Total Minority Research/Scholarship and Other Doctoral: Mathematics and Statistics; (2) Total Minority Bachelors: Biological and Biomedical Sciences; (3) Total Minority…

Predicting College Readiness in STEM: A Longitudinal Study of Iowa Students

NASA Astrophysics Data System (ADS)

Rickels, Heather Anne

The demand for STEM college graduates is increasing. However, recent studies show there are not enough STEM majors to fulfill this need. This deficiency can be partially attributed to a gender discrepancy in the number of female STEM graduates and to the high rate of attrition of STEM majors. As STEM attrition has been associated with students being unprepared for STEM coursework, it is important to understand how STEM graduates change in achievement levels from middle school through high school and to have accurate readiness indicators for first-year STEM coursework. This study aimed to address these issues by comparing the achievement growth of STEM majors to non-STEM majors by gender in Science, Math, and Reading from Grade 6 to Grade 11 through latent growth models (LGMs). Then STEM Readiness Benchmarks were established in Science and Math on the Iowas (IAs) for typical first-year STEM courses and validity evidence was provided for the benchmarks. Results from the LGM analyses indicated that STEM graduates start at higher achievement levels in Grade 6 and maintain higher achievement levels through Grade 11 in all subjects. In addition, gender differences were examined. The findings indicate that students with high achievement levels self-select as STEM majors, regardless of gender. In addition, they suggest that students who are not on-track for a STEM degree may need to begin remediation prior to high school. Results from the benchmark analyses indicate that STEM coursework is more demanding and that students need to be better prepared academically in science and math if planning to pursue a STEM degree. In addition, the STEM Readiness Benchmarks were more accurate in predicting success in STEM courses than if general college readiness benchmarks were utilized. Also, students who met the STEM Readiness Benchmarks were more likely to graduate with a STEM degree. This study provides valuable information on STEM readiness to students, educators, and college admissions officers. Findings from this study can be used to better understand the level of academic achievement necessary to be successful as a STEM major and to provide guidance for students considering STEM majors in college. If students are being encouraged to purse STEM majors, it is important they have accurate information regarding their chances of success in STEM coursework.

Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?

ERIC Educational Resources Information Center

Cannady, Matthew A.; Greenwald, Eric; Harris, Kimberly N.

2014-01-01

Researchers and policy makers often use the metaphor of an ever-narrowing pipeline to describe the trajectory to a science, technology, engineering or mathematics (STEM) degree or career. This study interrogates the appropriateness of the STEM pipeline as the dominant frame for understanding and making policies related to STEM career trajectories.…

Persistence of undergraduate women in STEM fields

NASA Astrophysics Data System (ADS)

Pedone, Maggie Helene

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women's persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin's Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women's persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.

Influences to post-graduation career aspirations and attainment in STEM doctoral candidates and recipients

NASA Astrophysics Data System (ADS)

Barry, Deborah S.

As the realities of the academic job market have forced some PhD recipients to accept less-preferable position types, there has been increasing concerns that these students are not prepared for their careers, especially in STEM fields. However, aside from the labor market, few studies have explored the influences on career aspiration and attainment among doctoral degree holders. This study utilized the socialization theory framework to identify aspects of the doctoral education process that are predictive of the likelihood of certain career aspirations among science and engineering doctoral candidates and career attainment among STEM doctoral recipients by utilizing nationally representative datasets: The National Research Council's Assessment of Research Doctorate Programs student questionnaire and the National Science Foundation's Survey of Earned Doctorates. This study identified field of study, research productivity rank of doctoral programs, primary type of finding doctoral students received, level of satisfaction with research experiences, and their sense of belonging within their doctoral program as factors that predict the likelihood of certain career aspirations compared with a career in education. Doctoral candidates' background characteristics that were significant predictors of career aspirations were gender, marital status, dependent status, race, age, and citizenship status. Further, this study identified participant's field of study, the Carnegie Rank of institutions attended, primary type of funding received, length of time to PhD, gender, marital status, dependent status, race, citizenship stats, and age as factors that predict the likelihood of the career outcomes investigated in this study, including doctoral recipients' employment field and primary work activity.

Implementation of Protocols To Enable Doctoral Training in Physical and Computational Chemistry of a Blind Graduate Student.

PubMed

Minkara, Mona S; Weaver, Michael N; Gorske, Jim; Bowers, Clifford R; Merz, Kenneth M

2015-08-11

There exists a sparse representation of blind and low-vision students in science, technology, engineering and mathematics (STEM) fields. This is due in part to these individuals being discouraged from pursuing STEM degrees as well as a lack of appropriate adaptive resources in upper level STEM courses and research. Mona Minkara is a rising fifth year graduate student in computational chemistry at the University of Florida. She is also blind. This account presents efforts conducted by an expansive team of university and student personnel in conjunction with Mona to adapt different portions of the graduate student curriculum to meet Mona's needs. The most important consideration is prior preparation of materials to assist with coursework and cumulative exams. Herein we present an account of the first four years of Mona's graduate experience hoping this will assist in the development of protocols for future blind and low-vision graduate students in computational chemistry.

Early Career Summer Interdisciplinary Team Experiences and Student Persistence in STEM Fields

NASA Astrophysics Data System (ADS)

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

2015-12-01

STEPS (Students Targeting Engineering and Physical Science) is an NSF-funded program designed to increase the number of California State University Northridge students getting bachelor's degrees in the natural sciences, mathematics, engineering and computer science. The greatest loss of STEM majors occurs between sophomore and junior- years, so we designed Summer Interdisciplinary Team Experience (SITE) as an early career program for these students. Students work closely with a faculty mentor in teams of ten to investigate regionally relevant problems, many of which relate to sustainability efforts on campus or the community. The projects emphasize hands-on activities and team-based learning and decision making. We report data for five years of projects, qualitative assessment through entrance and exit surveys and student interviews, and in initial impact on retention of the participants.

MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

NASA Astrophysics Data System (ADS)

Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

2007-05-01

As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

Building integrated pathways to independence for diverse biomedical researchers: Project Pathways, the BUILD program at Xavier University of Louisiana.

PubMed

Foroozesh, Maryam; Giguette, Marguerite; Morgan, Kathleen; Johanson, Kelly; D'Amour, Gene; Coston, Tiera; Wilkins-Green, Clair

2017-01-01

Xavier University of Louisiana is a historically Black and Catholic university that is nationally recognized for its science, technology, engineering and mathematics (STEM) curricula. Approximately 73% of Xavier's students are African American, and about 77% major in the biomedical sciences. Xavier is a national leader in the number of STEM majors who go on to receive M.D. degrees and Ph.D. degrees in science and engineering. Despite Xavier's advances in this area, African Americans still earn about 7.5% of the Bachelor's degrees, less than 8% of the Master's degrees, and less than 5% of the doctoral degrees conferred in STEM disciplines in the United States. Additionally, although many well-prepared, highly-motivated students are attracted by Xavier's reputation in the sciences, many of these students, though bright and capable, come from underperforming public school systems and receive substandard preparation in STEM disciplines. The purpose of this article is to describe how Xavier works to overcome unequal education backgrounds and socioeconomic challenges to develop student talent through expanding biomedical training opportunities and build on an established reputation in science education. The National Institutes of Health (NIH)/National Institute of General Medical Sciences (NIGMS)-funded BUILD (Building Infrastructure Leading to Diversity) Program at Xavier University of Louisiana, Project Pathways , is a highly-innovative program designed to broaden the career interests of students early on, and to engage them in activities that entice them to continue their education towards biomedical research careers. Project strategies involve a transformation of Xavier's academic and non-academic programs through the redesign, supplementation and integration of academic advising, tutoring, career services, personal counseling, undergraduate research training, faculty research mentoring, and development of new biomedical and research skills courses. The Program also focuses on mentor training and providing faculty members with opportunities to improve their teaching skills as well as their research competitiveness. In addition to the wide range of activities supported by BUILD within the institution, Xavier University is partnering with a number of major research universities across the nation to achieve Project Pathways' goals. The strategies developed by Project Pathways are designed to address the challenges and barriers Xavier students face as they work towards graduate studies and entering the biomedical workforce. Xavier University of Louisiana has a long history of providing high quality, rigorous education to African American students in a very supportive environment with highly dedicated faculty and staff. The program highlighted here could be used by other institutions as a model program for assisting students in STEM and other biomedical fields of study to successfully matriculate through college and graduate school and develop their research careers.

Examining STEM Bachelor's Degree Completion for Students with Differing Propensities at College Entry

ERIC Educational Resources Information Center

Wolniak, Gregory C.

2016-01-01

The study utilized data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to examine factors that affect 4-year college students' likelihoods of completing a science, technology, engineering, or mathematics (STEM) bachelor's degree within 6 years of entering college. Results highlight the lasting influence of high school…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

The Tor Vergata Scattering Model Applied to L Band Backscatter During the Corn Growth Cycle

NASA Astrophysics Data System (ADS)

Joseph, A. T.; van der Velde, R.; Ferrazzoli, P.; Lang, R. H.; Gish, T.

2013-12-01

At the USDA's Optimizing Production Inputs for Economic and Environmental Enhancement (OPE3) experimental site in Beltsville (Maryland, USA) a field campaign took place throughout the 2002 corn growth cycle from May 10th (emergence of corn crops) to October 2nd (harvest). One of the microwave instruments deployed was the multi-frequency (X-, C- and L-band) quad-polarized (HH, HV, VV, VH) NASA GSFC / George Washington University (GWU) truck mounted radar. During the field campaign, this radar system provided once a week fully polarized C- and L-band (4.75 and 1.6 GHz) backscatter measurements from incidence angle of 15, 35, and 55 degrees. In support of these microwave observations, an extensive ground characterization took place, which included measurements of surface roughness, soil moisture, vegetation biomass and morphology. The field conditions during the campaign are characterized by several dry downs with a period of drought in the month of August. Peak biomass of the corn canopies was reached at July 24, 2002 with a total biomass of approximately 6.5 kg m-2. This dynamic range in both soil moisture and vegetation conditions within the data set is ideal for the validation of discrete medium vegetation scattering models. In this study, we compare the L band backscatter measurements with simulations by the Tor Vergata model (Bracaglia et al., 1995). The measured soil moisture, vegetation biomass and most reliably measured vegetation morphological parameters (e.g. number of leaves, number of stems and stem height) were used as input for the Tor Vergata model. The more uncertain model parameters (e.g. surface roughness, leaf thickness) and the stem diameter were optimized using a parameter estimation routine based on the Levenberg-Marquardt algorithm. As cost function for this optimization, the HH and VV polarized backscatter measured and simulated by the Tor Vergata model for incidence angle of 15, 35 and 55 degrees were used (6 measurements in total). The calibrated Tor Vergata model simulations are in excellent agreement with the measurements of Root Mean Squared Differences (RMSD's) of 0.8, 0.9 and 1.4 dB for incidences of 15, 35 and 55 degrees, respectively. The results from this study show that a physically based scattering model with the appropriate parameterization can accurately simulate backscatter measurements and, as such, have the potential of being used for the retrieval of biophysical variables (e.g. soil moisture and vegetation biomass). Via calibration of several parameters the Tor Vergata model is able to reproduce the L-band backscatter measured over corn very well. The resulting simulations show that: (1) At 35 degrees: the backscatter is dominated by the surface as well as the vegetation-surface scattering contribution. (2) At 55 degrees: the vegetation and vegetation-surface scattering contributions become dominant.

Ethanol synthesis and aerobic respiration in the laboratory by leader segments of Douglas-fir seedlings from winter and spring.

PubMed

Joseph, Gladwin; Kelsey, Rick G

2004-05-01

Stem segments from terminal leaders of Douglas-fir, Pseudotsuga menziesii (Mirb.) Franco, seedlings were sampled in mid-December when cambial cells were dormant. The residual, debudded leaders were resampled again in early May when the cambium was metabolically active. May stems had higher constitutive ethanol concentrations than December stems. This was not the result of cambial hypoxia generated by rapid spring respiration rates, because when aerobic respiration was stimulated by incubating the stems in air at 30 degrees C ethanol production was induced in December, but not in May. Rapid respiration rates at 30 degrees C may have depleted O(2) supplies and induced ethanol production in December stems because dormant, thick-walled cambial cells may be less permeable to CO(2) and O(2), compared with metabolically active, thin-walled cambial cells in May. December stem segments incubated in a N(2) atmosphere at 30 degrees C synthesized 1.8 times more ethanol than segments from May, most likely because spring growth had reduced the soluble sugars available for fermentation. CO(2) efflux from May stems (after 5.5 h of incubation at 30 degrees C) was equal to December stems per unit volume, but greater than December stems per unit surface area. N(2)-induced ethanol concentrations were positively related with CO(2) efflux per unit volume, indicating that rapidly respiring leaders can maintain rapid fermentation rates, provided soluble sugars are readily available. N(2)-induced ethanol and CO(2) efflux per unit volume declined with increasing leader diameter in both seasons, whereas there were no relationships between CO(2) efflux per unit surface area and diameter. Cambium physiology and phenology influence the induction of fermentation and concentrations of ethanol produced in terminal leaders of Douglas-fir, and probably other conifers as well. This needs to be considered when comparing fermentation among species, or comparing individuals from different seasons, or disparate ages within a species.

Monitoring the Pipeline: STEM Education in Rural U.S.

ERIC Educational Resources Information Center

Marksbury, Nancy

2017-01-01

Higher education institutions are charged with creating one million more STEM professionals over the next decade, a 34% increase in undergraduate STEM degrees annually (PCAST 2012). Examining why college STEM courses manifest high attrition rates, interdependencies emerge that begin in early childhood education. Those of us in higher education…

Lipstick and labcoats: Undergraduate women's gender negotiation in STEM fields

NASA Astrophysics Data System (ADS)

Goldman, Emily Grey

While women have made significant progress in the work force and in education, gender gaps still exist in many industries and occupations, including science, technology, engineering, and math (STEM) fields. This research aims to understand how undergraduate women negotiate gender within STEM fields, looking specifically at these women's experiences related to gender as they pursue STEM academic majors. The results of the study suggest that (1) the experience of being a woman in a STEM field is different than the experience of being a man; (2) undergraduate women in STEM fields are not necessarily conscious of gender and its potential impact on their experiences; and, (3) the women in the study perceived a certain image of what a woman in a STEM field was expected to look like and how she was expected to behave.

A degree-day model of sheep grazing influence on alfalfa weevil and crop characteristics.

PubMed

Goosey, Hayes B

2012-02-01

Domestic sheep (Ovis spp.) grazing is emerging as an integrated pest management tactic for alfalfa weevil, Hypera postica (Gyllenhal), management and a degree-day model is needed as a decision and support tool. In response to this need, grazing exclosures with unique degree-days and stocking rates were established at weekly intervals in a central Montana alfalfa field during 2008 and 2009. Analyses indicate that increased stocking rates and grazing degree-days were associated with decreased crop levels of weevil larvae. Larval data collected from grazing treatments were regressed against on-site and near-site temperatures that produced the same accuracy. The near-site model was chosen to encourage producer acceptance. The regression slope differed from zero, had an r2 of 0.83, and a root mean square error of 0.2. Crop data were collected to achieve optimal weevil management with forage quality and yield. Differences were recorded in crude protein, acid and neutral detergent fibers, total digestible nutrients, and mean stage by weight. Stem heights differed with higher stocking rates and degree-days recording the shortest alfalfa canopy height at harvest. The degree-day model was validated at four sites during 2010 with a mean square prediction error of 0.74. The recommendation from this research is to stock alfalfa fields in the spring before 63 DD with rates between 251 and 583 sheep days per hectare (d/ha). Sheep should be allowed to graze to a minimum of 106 and maximum of 150 DD before removal. This model gives field entomologists a new method for implementing grazing in an integrated pest management program.

Biomechanical evaluation of two types of short-stemmed hip prostheses compared to the trust plate prosthesis by three-dimensional measurement of micromotions.

PubMed

Fottner, Andreas; Schmid, Markus; Birkenmaier, Christof; Mazoochian, Farhad; Plitz, Wolfgang; Volkmar, Jansson

2009-06-01

Stemless and short-stemmed hip prostheses have been developed to preserve femoral bone stock. While all these prostheses claim a more or less physiological load transfer, clinical long-term results are only available for the stemless thrust plate prosthesis. In this study, the in vitro primary stability of the thrust plate prosthesis was compared to two types of short-stemmed prostheses. In addition to the well-established Mayo prosthesis, the modular Metha prosthesis was tested using cone adapters with 130 degrees and 140 degrees neck-shaft-angles. The prostheses were implanted in composite femurs and loaded dynamically (300-1700 N). Three-dimensional micromotions at the bone-prosthesis interface were measured. In addition, the three-dimensional deformations at the surface of the composite femur were measured to gain data on the strain distribution. For all tested prostheses, the micromotions did not exceed 150 microm, the critical value for osteointegration. The thrust plate prosthesis revealed similar motions as the short-stemmed prostheses. The short-stemmed prosthesis with the 130 degrees cone tended to have the highest micromotions of all tested short-stemmed prostheses. The thrust plate prosthesis revealed the lowest alteration of bone surface deformation after implantation. The comparably low micromotions of the thrust plate prosthesis and the short-stemmed prostheses should be conducive to osseous integration. The higher alteration of load transmission after implantation reveals a higher risk of stress shielding for the short-stemmed prostheses.

Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students

ERIC Educational Resources Information Center

Lane, Tonisha B.

2016-01-01

The current study used a case study methodological approach, including document analysis, semistructured interviews, and participant observations, to investigate how a science, technology, engineering, and mathematics (STEM) enrichment program supported retention and degree attainment of underrepresented students at a large, public, predominantly…

Improving Student Learning in Calculus through Applications

ERIC Educational Resources Information Center

Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

2011-01-01

Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the…

Predictors of Latina/o Community College Student Vocational Choice in STEM

ERIC Educational Resources Information Center

Johnson, Joel D.; Starobin, Soko S.; Santos Laanan, Frankie

2016-01-01

This study confirmed appropriate measurement model fit for a theoretical model, the STEM (science, technology, engineering, and mathematics) vocational choice (STEM-VC) model. This model identified factors that successfully predicted a student's vocational choice decision to pursue a STEM degree for Latina/o and White community college students.…

Effect of nitrogen levels and nitrogen ratios on lodging resistance and yield potential of winter wheat (Triticum aestivum L.)

PubMed Central

Wang, Hui; Yi, Yuan; Ding, Jinfeng; Zhu, Min; Li, Chunyan; Guo, Wenshan; Feng, Chaonian; Zhu, Xinkai

2017-01-01

Lodging is one of the constraints that limit wheat yields and quality due to the unexpected bending or breaking stems on wheat (Triticum aestivum L.) production worldwide. In addition to choosing lodging resistance varieties, husbandry practices also have a significant effect on lodging. Nitrogen management is one of the most common and efficient methods. A field experiment with Yangmai 20 as research material (a widely-used variety) was conducted to study the effects of different nitrogen levels and ratios on culm morphological, anatomical characters and chemical components and to explore the nitrogen application techniques for lodging tolerance and high yield. Results showed that some index of basal internodes, such as stem wall thickness, filling degree, lignin content, cellulose content, water-soluble carbohydrate (WSC) and WSC/N ratio, were positively and significantly correlated with culm lodging-resistant index (CLRI). As the increase of nitrogen level and basal nitrogen ratio, the basal internodes became slender and fragile with the thick stem wall, while filling degree, chemical components and the strength of the stem decreased gradually, which significantly increased the lodging risk. The response of grain yield to nitrogen doses was quadratic and grain yield reached the highest at the nitrogen ratio of 50%:10%:20%:20% (the ratio of nitrogen amount applied before sowing, at tillering stage, jointing stage and booting stage respectively, abbreviated as 5:1:2:2). These results suggested that for Yangmai 20, the planting density of 180×104ha-1, nitrogen level of 225 kg ha-1, and the ratio of 5: 1: 2: 2 effectively increased lodging resistance and grain yield. This combination of planting density and nitrogen level and ratio could effectively relieve the contradiction between high-yielding and anti-lodging. PMID:29117250

Tree stem diameter variations and transpiration in Scots pine: an analysis using a dynamic sap flow model.

PubMed

Perämäki, M; Nikinmaa, E; Sevanto, S; Ilvesniemi, H; Siivola, E; Hari, P; Vesala, T

2001-08-01

A dynamic model for simulating water flow in a Scots pine (Pinus sylvestris L.) tree was developed. The model is based on the cohesion theory and the assumption that fluctuating water tension driven by transpiration, together with the elasticity of wood tissue, causes variations in the diameter of a tree stem and branches. The change in xylem diameter can be linked to water tension in accordance with Hookeâ s law. The model was tested against field measurements of the diurnal xylem diameter change at different heights in a 37-year-old Scots pine at Hyytiälä, southern Finland (61 degrees 51' N, 24 degrees 17' E, 181 m a.s.l.). Shoot transpiration and soil water potential were input data for the model. The biomechanical and hydraulic properties of wood and fine root hydraulic conductance were estimated from simulated and measured stem diameter changes during the course of 1 day. The estimated parameters attained values similar to literature values. The ratios of estimated parameters to literature values ranged from 0.5 to 0.9. The model predictions (stem diameters at several heights) were in close agreement with the measurements for a period of 6 days. The time lag between changes in transpiration rate and in sap flow rate at the base of the tree was about half an hour. The analysis showed that 40% of the resistance between the soil and the top of the tree was located in the rhizosphere. Modeling the water tension gradient and consequent woody diameter changes offer a convenient means of studying the link between wood hydraulic conductivity and control of transpiration.

Effect of nitrogen levels and nitrogen ratios on lodging resistance and yield potential of winter wheat (Triticum aestivum L.).

PubMed

Zhang, Mingwei; Wang, Hui; Yi, Yuan; Ding, Jinfeng; Zhu, Min; Li, Chunyan; Guo, Wenshan; Feng, Chaonian; Zhu, Xinkai

2017-01-01

Lodging is one of the constraints that limit wheat yields and quality due to the unexpected bending or breaking stems on wheat (Triticum aestivum L.) production worldwide. In addition to choosing lodging resistance varieties, husbandry practices also have a significant effect on lodging. Nitrogen management is one of the most common and efficient methods. A field experiment with Yangmai 20 as research material (a widely-used variety) was conducted to study the effects of different nitrogen levels and ratios on culm morphological, anatomical characters and chemical components and to explore the nitrogen application techniques for lodging tolerance and high yield. Results showed that some index of basal internodes, such as stem wall thickness, filling degree, lignin content, cellulose content, water-soluble carbohydrate (WSC) and WSC/N ratio, were positively and significantly correlated with culm lodging-resistant index (CLRI). As the increase of nitrogen level and basal nitrogen ratio, the basal internodes became slender and fragile with the thick stem wall, while filling degree, chemical components and the strength of the stem decreased gradually, which significantly increased the lodging risk. The response of grain yield to nitrogen doses was quadratic and grain yield reached the highest at the nitrogen ratio of 50%:10%:20%:20% (the ratio of nitrogen amount applied before sowing, at tillering stage, jointing stage and booting stage respectively, abbreviated as 5:1:2:2). These results suggested that for Yangmai 20, the planting density of 180×104ha-1, nitrogen level of 225 kg ha-1, and the ratio of 5: 1: 2: 2 effectively increased lodging resistance and grain yield. This combination of planting density and nitrogen level and ratio could effectively relieve the contradiction between high-yielding and anti-lodging.

Temperature variation and distribution of living cells within tree stems: implications for stem respiration modeling and scale-up.

PubMed

Stockfors, J

2000-09-01

Few studies have examined variation in respiration rates within trees, and even fewer studies have focused on variation caused by within-stem temperature differences. In this study, stem temperatures at 40 positions in the stem of one 30-year-old Norway spruce (Picea abies (L.) Karst.) were measured during 40 days between July 1994 and June 1995. The temperature data were used to simulate variations in respiration rate within the stem. The simulations assumed that the temperature-respiration relationship was constant (Q10 = 2) for all days and all stem positions. Total respiration for the whole stem was calculated by interpolating the temperature between the thermocouples and integrating the respiration rates in three dimensions. Total respiration rate of the stem was then compared to respiration rate scaled up from horizontal planes at the thermocouple heights (40, 140, 240 and 340 cm) on a surface area and on a sapwood volume basis. Simulations were made for three distributions of living cells in the stems: one with a constant 5% fraction of living cells, disregarding depth into the stem; one with a living cell fraction decreasing linearly with depth into the stem; and one with an exponentially decreasing fraction of living cells. Mean temperature variation within the stem was 3.7 degrees C, and was more than 10 degrees C for 8% of the time. The maximum measured temperature difference was 21.5 degrees C. The corresponding mean variation in respiration was 35% and was more than 50% for 24% of the time. Scaling up respiration rates from different heights between 40 and 240 cm to the whole stem produced an error of 2 to 58% for the whole year. For a single sunny day, the error was between 2 and 72%. Thus, within-stem variations in temperature may significantly affect the accuracy of scaling respiration data obtained from small samples to whole trees. A careful choice of chamber position and basis for scaling is necessary to minimize errors from variation in temperature.

75 FR 456 - Agency Information Collection Activities: Proposed Collection, Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-05

..., technology, engineering, and mathematics (STEM) participation and retention among American Indians, Alaska Natives, and Native Hawaiians through the support of quality STEM teaching through faculty development, STEM degree and curriculum enhancement, and undergraduate research and training opportunities. The...

Key Action Items for the Stem Cell Field: Looking Ahead to 2014

PubMed Central

Knoepfler, Paul S.

2013-01-01

Abstract The stem cell field is at a critical juncture in late 2013. We find ourselves buoyed by building momentum for both transformative basic science discoveries and clinical translation of stem cells. Cellular reprogramming has given the field exciting new avenues as well. The overall prospect of novel stem cell–based therapies becoming a reality for patients in the coming years has never seemed higher. At the same time, we face serious challenges. Some of these challenges, such as stem cell tourism, are familiar to us, although even those are evolving in ways that require adaptability and action by the stem cell field. Other new challenges are also emerging, including an urgent need for formal physician training in stem cells, regulatory compliance balanced with innovation and U.S. Food and Drug Administration reform, and savvy educational outreach. Looking ahead to 2014, both the challenges and opportunities for the stem cell field require a proactive, thoughtful approach to maximize the potential for a positive impact from stem cell advances. In this study, I discuss the key action items for the field as we look ahead to the coming year and beyond. PMID:24147571

Key action items for the stem cell field: looking ahead to 2014.

PubMed

Knoepfler, Paul S

2013-12-01

The stem cell field is at a critical juncture in late 2013. We find ourselves buoyed by building momentum for both transformative basic science discoveries and clinical translation of stem cells. Cellular reprogramming has given the field exciting new avenues as well. The overall prospect of novel stem cell-based therapies becoming a reality for patients in the coming years has never seemed higher. At the same time, we face serious challenges. Some of these challenges, such as stem cell tourism, are familiar to us, although even those are evolving in ways that require adaptability and action by the stem cell field. Other new challenges are also emerging, including an urgent need for formal physician training in stem cells, regulatory compliance balanced with innovation and U.S. Food and Drug Administration reform, and savvy educational outreach. Looking ahead to 2014, both the challenges and opportunities for the stem cell field require a proactive, thoughtful approach to maximize the potential for a positive impact from stem cell advances. In this study, I discuss the key action items for the field as we look ahead to the coming year and beyond.

Science dual enrollment: An examination of high school students' post-secondary aspirations

NASA Astrophysics Data System (ADS)

Berry, Chelsia

The purpose of this study was to determine if participation in science dual enrollment courses influenced African American high school students' post-secondary aspirations that will lead to college attendance. The investigation examined the relationship between African American students' learning experiences and how their self-efficacy and outcome expectations impact their goal setting. The goal was to determine the impact of the following variables on African American students' plan to pursue a bachelor's or advanced degree: (a) STEM exposure, (b) Algebra 1 achievement, (c) level of science class, and (d) receiving science college credit for dual enrollment course. The social cognitive career theory framed this body of research to explore how career and academic interests mature, are developed, and are translated into action. Science dual enrollment participation is a strategy for addressing the lack of African American presence in the STEM fields. The causal comparative ex post facto research design was used in this quantitative study. The researcher performed the Kruskal-Wallis non-parametric analysis of variance and Pearson's chi-square tests to analyze secondary data from the High School Longitudinal Study first follow-up student questionnaire. The results indicate that STEM exposure and early success in Algebra 1 have a statistically significant impact on African American students' ambition to pursue a bachelor's or advanced degree. According to the Pearson's chi-square and independent sample Kruskal-Wallis analyses, level of students' science class and receiving college credit for dual enrollment do not significantly influence African American students' postsecondary aspirations.

Application of the Tor Vergata Scattering Model to L Band Backscatter During the Corn Growth Cycle

NASA Astrophysics Data System (ADS)

Joseph, A. T.; van der Velde, R.; Choudhury, B. J.; Ferrazzoli, P.; O'Neill, P. E.; Kim, E. J.; Lang, R. H.; Gish, T.

2010-12-01

At the USDA’s Optimizing Production Inputs for Economic and Environmental Enhancement (OPE3) experimental site in Beltsville (Maryland, USA) a field campaign took place throughout the 2002 corn growth cycle from May 10th (emergence of corn crops) to October 2nd (harvest). One of the microwave instruments deployed was the multi-frequency (X-, C- and L-band) quad-polarized (HH, HV, VV, VH) NASA GSFC / George Washington University (GWU) truck mounted radar. During the field campaign, this radar system provided once a week fully polarized C- and L-band (4.75 and 1.6 GHz) backscatter measurements from incidence angle of 15, 35, and 55 degrees. In support of these microwave observations, an extensive ground characterization took place, which included measurements of surface roughness, soil moisture, vegetation biomass and morphology. The field conditions during the campaign are characterized by several dry downs with a period of drought in the month of August. Peak biomass of the corn canopies was reached at July 24th with a total biomass of approximately 6.5 kg m-2. This dynamic range in both soil moisture and vegetation conditions within the data set is ideal for the validation of discrete medium vegetation scattering models. In this study, we compare the L band backscatter measurements with simulations by the Tor Vergata model (Ferrazzoli and Guerriero 1996). The measured soil moisture, vegetation biomass and most reliably measured vegetation morphological parameters (e.g. number of leaves, number of stems and stem height) were used as input for the Tor Vergata model. The more uncertain model parameters (e.g. surface roughness, leaf thickness) and the stem diameter were optimized using a parameter estimation routine based on the Levenberg-Marquardt algorithm. As cost function for this optimization, the HH and VV polarized backscatter measured and simulated by the Tor Vergata model for incidence angle of 15, 35 and 55 degrees were used (6 measurements in total). The calibrated Tor Vergata model simulations are in excellent agreement with the measurements of Root Mean Squared Differences (RMSD’s) of 0.8, 0.9 and 1.4 dB for incidences of 15, 35 and 55 degrees, respectively. The results from this study show that a physically based scattering model with the appropriate parameterization can accurately simulate backscatter measurements and, as such, have the potential of being used for the retrieval of biophysical variables (e.g. soil moisture and vegetation biomass).

Application of the Tor Vergata Scattering Model to L Band Backscatter During the Corn Growth Cycle

NASA Technical Reports Server (NTRS)

Joseph, A. T.; vanderVelde, R.; ONeill, P. E.; Lang, R.; Gish, T.

2010-01-01

At the USDA's Optimizing Production Inputs for Economic and Environmental Enhancement (OPE3) experimental site in Beltsville, Maryland, USA) a field campaign took place throughout the 2002 corn growth cycle from May 10th (emergence of corn crops) to October 2nd (harvest). One of the microwave instruments deployed was the multi-frequency (X-, C- and L-band) quad-polarized (HH, HV, VV, VH) NASA GSFC/George Washington University (GWU) truck mounted radar. During the field campaign, this radar system provided once a week fully polarized C- and L-band (4.75 and 1.6 GHz) backscatter measurements from incidence angle of 15, 35, and 55 degrees. In support of microwave observations, an extensive ground characterization took place, which included measurements of surface roughness, soil moisture, vegetation biomass and morphology. The field conditions during the campaign are characterized by several dry downs with a period of drought in the month of August. Peak biomass the corn canopies was reached on July 24th with a total biomass of approximately 6.5 kg/sq m. This dynamic range in both soil moisture and vegetation conditions within the data set is ideal for the validation of discrete medium vegetation scattering models. In this study, we compare the L band backscatter measurements with simulations by the Tor Vergata model (ferrazzoli and Guerriero 1996). The measured soil moisture, vegetation biomass and most reliably measured vegetation morphological parameters (e.g. number of leaves, number of stems and stem height) were used as input for the Tor Vergata model. The more uncertain model parameters (e.g. surface roughness, leaf thickness) and the stem diameter were optimized using a parameter estimation routine based on the Levenberg-Marquardt algorithm. As cost function for this optimization, the HH and VV polarized backscatter measured and stimulated by the TOR Vergata model for incidence angle of 15, 35, and 55 degrees were used (6 measurements in total). The calibrated Tor Vergata model simulations are in excellent agreement with the measurements of Root Mean Squared Differences (RMSD's) of 0.8, 0.9 and 1.4 dB for incidences of 15, 35 and 55 degrees, respectively. The results from this study that a physically based scattering model with the appropriate parameterization can accurately simulate backscatter measurements and, as such, have the potential of being used for the retrieval of biophysical variables (e.g. soil moisture and vegetation biomass).

Women in STEM: A Gender Gap to Innovation. ESA Issue Brief #04-11

ERIC Educational Resources Information Center

Beede, David; Julian, Tiffany; Langdon, David; McKittrick, George; Khan, Beethika; Doms, Mark

2011-01-01

The science, technology, engineering and math (STEM) workforce is crucial to America's innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity…

Funding Student Scholarships to the Richard Tapia Celebration of Diversity in Computing Conference 2013, February 7-10, 2013

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

Tapia, Richard

This Basic Award allowed for the funding of student scholarships to the Richard Tapia Celebration of Diversity in Computing Conference which took place in Washington, D.C. from February 7-10, 2013. The conference was the seventh in a series and included a stellar array of invited speakers, compelling panel discussions, a student poster competition, a daylong Doctoral Consortium, a session featuring a choice of attractions unique to Washington, D.C., a gala banquet and dance, and many exciting networking opportunities. The conference created a welcoming environment for STEM students, especially underrepresented minority and female students, who were provided the highest quality ofmore » learning, networking, and social experiences to empower their educational experience and enhance their ability to succeed with a rigorous STEM degree. The networking and mentoring opportunities available at the conference were also designed to empower students to succeed in STEM careers and ultimately serve in leadership in industry and the professoriate. A key step in attracting underrepresented students into STEM fields and paving the way for their success in influential positions is to create a nurturing and supportive network and community for them to rely upon. It is also critical to educate leaders in corporations, government and academia about the benefits to be gained from increasing the percentage of STEM professionals from underrepresented groups. To this end, The Tapia Conference serves both functions, as it connects STEM students with STEM professionals, leaders, and academics who share the vision of a STEM workforce and community that is truly representative of the community in which we live.« less

Study Choice and Career Development in STEM Fields: An Overview and Integration of the Research

ERIC Educational Resources Information Center

van Tuijl, Cathy; van der Molen, Juliette H.

2016-01-01

Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative ability beliefs. In the present article, we provide an…

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

NASA Astrophysics Data System (ADS)

Doerschuk, Peggy; Bahrim, Cristian; Daniel, Jennifer; Kruger, Joseph; Mann, Judith; Martin, Cristopher

2016-08-01

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these "at-risk" students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program's success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program's theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.

Ensuring Success for Veterans with Disabilities in STEM Degree Programs: Recommendations from a Workshop and Case Study of an Evidence-Based Transition Program

ERIC Educational Resources Information Center

Goldberg, Mary; Cooper, Rory; Milleville, Maria; Barry, Anne; Schein, Michelle L.

2015-01-01

This article describes a workshop with academic professionals and military leaders and includes the case study of a veterans' transition program that served as a resource for identifying best practices for programs for Veterans with Disabilities in STEM Degree Programs. The information collected during this workshop, along with the theoretical…

Pathway to a Baccalaureate in STEM Fields: Community Colleges a Viable Route and Does Early STEM Momentum Matter?

ERIC Educational Resources Information Center

Wang, Xueli

2015-01-01

This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields. In addition, drawing upon a new concept of "STEM momentum," this research explores whether and how STEM baccalaureate success is related to early STEM momentum, as well as whether…

Hidden Currents in the STEM Pipeline: Insights from the Dyschronous Life Episodes of a Minority Female STEM Teacher

ERIC Educational Resources Information Center

Teo, Tang Wee

2014-01-01

In this article, I use the idea of "dyschrony" to describe the multiple disjunctures experienced in a Hispanic woman's life as she struggled to gain full membership in the STEM (science, technology, engineering, and mathematics) community. Despite having earned a doctoral degree in chemistry and a teaching position in a STEM school, she…

Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success. REL 2016-122

ERIC Educational Resources Information Center

Hinojosa, Trisha; Rapaport, Amie; Jaciw, Andrew; Zacamy, Jenna

2016-01-01

The number of jobs in science, technology, engineering, and math (STEM) is growing rapidly and is expected to increase by approximately 1 million in the United States between 2012 and 2022 (Vilorio, 2014). People of many racial/ethnic minorities, however, including Hispanic people, are underrepresented among recipients of STEM degrees and among…

AP® STEM Participation and Postsecondary STEM Outcomes: Focus on Underrepresented Minority, First-Generation, and Female Students

ERIC Educational Resources Information Center

Smith, Kara; Jagesic, Sanja; Wyatt, Jeff; Ewing, Maureen

2018-01-01

Projections by the President's Council of Advisors on Science and Technology (2012) point to a need for approximately one million more Science Technology Engineering and Mathematics (STEM) professionals than the U.S. will be able to produce considering the current rate of STEM postsecondary degree completions (Executive Office of the President of…

Gene screening of Wharton's jelly derived stem cells.

PubMed

Mechiche Alami, S; Velard, F; Draux, F; Siu Paredes, F; Josse, J; Lemaire, F; Gangloff, S C; Graesslin, O; Laurent-Maquin, D; Kerdjoudj, H

2014-01-01

Stem cells are the most powerful candidate for the treatment of various diseases. Suitable stem cell source should be harvested with minimal invasive procedure, found in great quantity, and transplanted with no risk of immune response and tumor formation. Fetal derived stem cells have been introduced as an excellent alternative to adult and embryonic stem cells use, but unfortunately, their degree of "stemness" and molecular characterization is still unclear. Several studies have been performed deciphering whether fetal stem cells meet the needs of regenerative medicine. We believe that a transcriptomic screening of Wharton's jelly stem cells will bring insights on cell population features.

Contributions of the NOAA Hollings Undergraduate Scholarship Program to the Geosciences Pipeline

NASA Astrophysics Data System (ADS)

Kaplan, M.

2016-12-01

Since 2005, the NOAA Ernest F. Hollings Undergraduate Scholarship Program has provided tuition support and paid summer internship opportunities at NOAA to exceptional students majoring in the geosciences. The purpose of the scholarship program is to train students in NOAA mission fields. Multiple methods were used to track the career trajectories of Hollings alumni, including mining LinkedIn data, conducting an impact analysis based on a professionally developed web-based evaluation survey, and a web-based alumni update system. At least one postgraduate record was recorded for 80% of Hollings Scholarship alumni. Of the alumni reached, more than 75% continued on to graduate school in a NOAA mission field, and 86% of those graduate degrees were in a NOAA mission field or other STEM field. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government.

Persistence of interest in science, technology, engineering and mathematics: An analysis of persisting and non-persisting students

NASA Astrophysics Data System (ADS)

White, Jeffry L.

While there has been an increase in enrollment, interest in science, technology, engineering, and mathematics (STEM) has been declining on college campuses since 1967. Higher enrollment does not transfer to an increase in the number of minorities in the STEM fields. The majority-minority enrollment ratio is nearly 2:1 but the gap widens to 4:1 when it comes to graduation. In fact, underrepresented minorities (URM) earned only 12% of the STEM degrees awarded in 1998. When the higher attrition and lower graduation rates of URM are scrutinized, upwards of 60% changed majors or dropped out of STEM. Further investigation reveals the most frequently cited reasons for departure were loss of initial interest, developed a greater interest in another field, or were turned off by the STEM disciplines. A primarily exploratory study was conducted into the conditions necessary for academic interest in the STEM fields to persist. A model based on student engagement (Astin, 1977) and interest operations (Prenzel, 1988a) theories was used with a random sample of URM at universities participating in the Ohio Science and Engineering Alliance. Survey research was employed to investigate interest development and the effect of student retention programs and activities on such interest. The latter part of the study could not be fully examined when 95% reported not utilizing retention services. For the section on interest, an online survey using a 5-point Likert scale was validated using principal components analysis. A binominal logistic regression was used to predict membership in one of two possible groups: persisters and students at-risk for not persisting. The major conclusions are: (1) While 3 variables (feelings, learning and difficulty) were statistically significant only one, feelings was substantively significant. (2) Persistence increased 80.9% for each 1-unit increase in feelings and 9.9% for learning. (3) Persistence decreased 19.8% for each one-unit increase in difficulty. (4) The sample was not a very good fit with the parameter estimates. (5) The model fit the data at an acceptable level with an overall accuracy of 74.3%. (6) Using the model 72% fewer classification errors were made. (7) Multiple measures of association indicated a small-moderate effect size.

Major Selection and Persistence for Women in STEM

ERIC Educational Resources Information Center

Shapiro, Casey A.; Sax, Linda J.

2011-01-01

The U.S. federal government identifies many science, technology, engineering, and math (STEM) majors as "areas of national need" that are "crucial to national innovation, competitiveness, and well-being and in which not enough students complete degrees." Underrepresentation of women in STEM in the United States has economic…

Strategy Training Eliminates Sex Differences in Spatial Problem Solving in a STEM Domain

ERIC Educational Resources Information Center

Stieff, Mike; Dixon, Bonnie L.; Ryu, Minjung; Kumi, Bryna C.; Hegarty, Mary

2014-01-01

Poor spatial ability can limit success in science, technology, engineering, and mathematics (STEM) disciplines. Many initiatives aim to increase STEM achievement and degree attainment through selective recruitment of high-spatial students or targeted training to improve spatial ability. The current study examines an alternative approach to…

Looking through the Glass Ceiling: A Qualitative Study of STEM Women’s Career Narratives

PubMed Central

Amon, Mary J.

2017-01-01

Although efforts have been directed toward the advancement of women in science, technology, engineering, and mathematics (STEM) positions, little research has directly examined women’s perspectives and bottom-up strategies for advancing in male-stereotyped disciplines. The present study utilized Photovoice, a Participatory Action Research method, to identify themes that underlie women’s experiences in traditionally male-dominated fields. Photovoice enables participants to convey unique aspects of their experiences via photographs and their in-depth knowledge of a community through personal narrative. Forty-six STEM women graduate students and postdoctoral fellows completed a Photovoice activity in small groups. They presented photographs that described their experiences pursuing leadership positions in STEM fields. Three types of narratives were discovered and classified: career strategies, barriers to achievement, and buffering strategies or methods for managing barriers. Participants described three common types of career strategies and motivational factors, including professional development, collaboration, and social impact. Moreover, the lack of rewards for these workplace activities was seen as limiting professional effectiveness. In terms of barriers to achievement, women indicated they were not recognized as authority figures and often worked to build legitimacy by fostering positive relationships. Women were vigilant to other people’s perspectives, which was costly in terms of time and energy. To manage role expectations, including those related to gender, participants engaged in numerous role transitions throughout their day to accommodate workplace demands. To buffer barriers to achievement, participants found resiliency in feelings of accomplishment and recognition. Social support, particularly from mentors, helped participants cope with negative experiences and to envision their future within the field. Work-life balance also helped participants find meaning in their work and have a sense of control over their lives. Overall, common workplace challenges included a lack of social capital and limited degrees of freedom. Implications for organizational policy and future research are discussed. PMID:28265251

Boston University Pre-Majors Program (BU Pre-Map): Promoting Diversity through First-Year Undergraduate Research

NASA Astrophysics Data System (ADS)

West, Andrew A.

2014-06-01

One of largest points of attrition for underrepresented minorities in STEM fields is the transition from high school to college. A report from Building Engineering and Science Talent (BEST) demonstrates that underrepresented minorities begin college interested in STEM fields at rates equal to (if nor slightly above) their representation in both college and the population (25%). However, by the time they graduate, underrepresented minorities make up only 15% of STEM majors and only 9% of the STEM advanced degrees. Most of the attrition occurs during the first year of college, when large classes, a lack of mentors and challenging courses lead many students (from all backgrounds) to consider other majors.In 2011 I started the Boston University Pre-Majors Program (or BU Pre-MaP), which is modeled after the University of Washington Pre-Majors in Astronomy Program (UW Pre-MAP), a program for recruiting, mentoring and training underrepresented, first-year introductory astronomy students (and of which I was an architect). As a significant part of the Pre-MAP (or Pre-MaP) model, first-year students are engaged in a research project with a faculty or grad-student mentor and learn many of the skills needed to be successful in science.The BU Pre-MaP uses weekly seminars to introduce students to BU and the college environment, discuss ways to be successful in and out of the classroom, highlights the importance of peer mentoring and cohort building and serves as a mechanism to introduce first-year students to research skills. In teams of two, the Pre-MaP students select (with assistance) a research mentor and work with him/her on a original research project.In addition, Pre-MaP students attend several field trips including (but not limited to) viewing original science documents at the Boston Public Library (including a first edition Copernicus) and an observing run at Lowell Observatory in Arizona.

Boston University Pre-Majors Program (BU Pre-Map): Promoting Diversity through First-Year Undergraduate Research

NASA Astrophysics Data System (ADS)

West, Andrew A.

2015-01-01

One of largest points of attrition for underrepresented minorities in STEM fields is the transition from high school to college. A report from Building Engineering and Science Talent (BEST) demonstrates that underrepresented minorities begin college interested in STEM fields at rates equal to (if nor slightly above) their representation in both college and the population (25%). However, by the time they graduate, underrepresented minorities make up only 15% of STEM majors and only 9% of the STEM advanced degrees. Most of the attrition occurs during the first year of college, when large classes, a lack of mentors and challenging courses lead many students (from all backgrounds) to consider other majors.In 2012 I started the Boston University Pre-Majors Program (or BU Pre-MaP), which is modeled after the University of Washington Pre-Majors in Astronomy Program (UW Pre-MAP), a program for recruiting, mentoring and training underrepresented, first-year introductory astronomy students (and of which I was an architect). As a significant part of the Pre-MAP (or Pre-MaP) model, first-year students are engaged in a research project with a faculty or grad-student mentor and learn many of the skills needed to be successful in science.The BU Pre-MaP uses weekly seminars to introduce students to BU and the college environment, discuss ways to be successful in and out of the classroom, highlights the importance of peer mentoring and cohort building and serves as a mechanism to introduce first-year students to research skills. In teams of two, the Pre-MaP students select (with assistance) a research mentor and work with him/her on a original research project.In addition, Pre-MaP students attend several field trips including (but not limited to) viewing original science documents at the Boston Public Library (including a first edition Copernicus) and an observing run at Lowell Observatory in Arizona.

Looking through the Glass Ceiling: A Qualitative Study of STEM Women's Career Narratives.

PubMed

Amon, Mary J

2017-01-01

Although efforts have been directed toward the advancement of women in science, technology, engineering, and mathematics (STEM) positions, little research has directly examined women's perspectives and bottom-up strategies for advancing in male-stereotyped disciplines. The present study utilized Photovoice, a Participatory Action Research method, to identify themes that underlie women's experiences in traditionally male-dominated fields. Photovoice enables participants to convey unique aspects of their experiences via photographs and their in-depth knowledge of a community through personal narrative. Forty-six STEM women graduate students and postdoctoral fellows completed a Photovoice activity in small groups. They presented photographs that described their experiences pursuing leadership positions in STEM fields. Three types of narratives were discovered and classified: career strategies, barriers to achievement, and buffering strategies or methods for managing barriers. Participants described three common types of career strategies and motivational factors, including professional development, collaboration, and social impact. Moreover, the lack of rewards for these workplace activities was seen as limiting professional effectiveness. In terms of barriers to achievement, women indicated they were not recognized as authority figures and often worked to build legitimacy by fostering positive relationships. Women were vigilant to other people's perspectives, which was costly in terms of time and energy. To manage role expectations, including those related to gender, participants engaged in numerous role transitions throughout their day to accommodate workplace demands. To buffer barriers to achievement, participants found resiliency in feelings of accomplishment and recognition. Social support, particularly from mentors, helped participants cope with negative experiences and to envision their future within the field. Work-life balance also helped participants find meaning in their work and have a sense of control over their lives. Overall, common workplace challenges included a lack of social capital and limited degrees of freedom. Implications for organizational policy and future research are discussed.

The effects of electrospun substrate-mediated cell colony morphology on the self-renewal of human induced pluripotent stem cells.

PubMed

Maldonado, Maricela; Wong, Lauren Y; Echeverria, Cristina; Ico, Gerardo; Low, Karen; Fujimoto, Taylor; Johnson, Jed K; Nam, Jin

2015-05-01

The development of xeno-free, chemically defined stem cell culture systems has been a primary focus in the field of regenerative medicine to enhance the clinical application of pluripotent stem cells (PSCs). In this regard, various electrospun substrates with diverse physiochemical properties were synthesized utilizing various polymer precursors and surface treatments. Human induced pluripotent stem cells (IPSCs) cultured on these substrates were characterized by their gene and protein expression to determine the effects of the substrate physiochemical properties on the cells' self-renewal, i.e., proliferation and the maintenance of pluripotency. The results showed that surface chemistry significantly affected cell colony formation via governing the colony edge propagation. More importantly, when surface chemistry of the substrates was uniformly controlled by collagen conjugation, the stiffness of substrate was inversely related to the sphericity, a degree of three dimensionality in colony morphology. The differences in sphericity subsequently affected spontaneous differentiation of IPSCs during a long-term culture, implicating that the colony morphology is a deciding factor in the lineage commitment of PSCs. Overall, we show that the capability of controlling IPSC colony morphology by electrospun substrates provides a means to modulate IPSC self-renewal. Copyright © 2015 Elsevier Ltd. All rights reserved.

Triosmium Clusters on a Support: Determination of Structure by X-Ray Absorption Spectroscopy and High-Resolution Microscopy

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

Shareghe, Mehraeen; Chi, Miaofang; Browning, Nigel D.

2011-01-01

The structures of small, robust metal clusters on a solid support were determined by a combination of spectroscopic and microscopic methods: extended X-ray absorption fine structure (EXAFS) spectroscopy, scanning transmission electron microscopy (STEM), and aberration-corrected STEM. The samples were synthesized from [Os{sub 3}(CO){sub 12}] on MgO powder to provide supported clusters intended to be triosmium. The results demonstrate that the supported clusters are robust in the absence of oxidants. Conventional high-angle annular dark-field (HAADF) STEM images demonstrate a high degree of uniformity of the clusters, with root-mean-square (rms) radii of 2.03 {+-} 0.06 {angstrom}. The EXAFS OsOs coordination number ofmore » 2.1 {+-} 0.4 confirms the presence of triosmium clusters on average and correspondingly determines an average rms cluster radius of 2.02 {+-} 0.04 {angstrom}. The high-resolution STEM images show the individual Os atoms in the clusters, confirming the triangular structures of their frames and determining OsOs distances of 2.80 {+-} 0.14 {angstrom}, matching the EXAFS value of 2.89 {+-} 0.06 {angstrom}. IR and EXAFS spectra demonstrate the presence of CO ligands on the clusters. This set of techniques is recommended as optimal for detailed and reliable structural characterization of supported clusters.« less

STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001

ERIC Educational Resources Information Center

Chen, Xianglei

2013-01-01

Producing sufficient numbers of graduates who are prepared for science, technology, engineering, and mathematics (STEM) occupations has become a national priority in the United States. To attain this goal, some policymakers have targeted reducing STEM attrition in college, arguing that retaining more students in STEM fields in college is a…

GeoFORCE Texas: An Outreach Program that is Increasing the Number and Diversity of Students Completing STEM Degrees and Entering the Workforce

NASA Astrophysics Data System (ADS)

Snow, E.; Moore, S. L.

2014-12-01

GeoFORCE Texas is an outreach program of the Jackson School of Geosciences, University of Texas at Austin. Established in 2005 with the goal of increasing the number and diversity of students studying geosciences and engineering and entering the high-tech workforce, GeoFORCE has been highly successful. Key elements to that success will be presented here. GeoFORCE targets bright students in rural and inner-city schools where they are generally not academically challenged. Every summer throughout high school we take them on geologic field trips all over the country. In 2014, GeoFORCE led 15 field academies for about 600 students. The program is rigorous and academic. We emphasize college-level thinking skills. Because it is a 4-year program, they have a pretty good grounding in physical geology by the time they graduate. More importantly, they develop confidence in their ability to handle college, and a strong motivation to earn a college degree. GeoFORCE students are mostly minority (85%) and more than half will be the first in their family to graduate from college. GeoFORCE students exceed national averages in rates of going to college (97%), majoring in STEM fields (66%), majoring in geosciences (15%) and engineering (13%), and graduating from college (~85%). GeoFORCE is a public/private partnership and a workforce-focused program. The Jackson School funds staff and operating expenses (37%). Money for student programs comes from private industry (44%), state and federal grants (14%), and foundations and individual donors (5%). Our corporate partners are in the energy sector. In addition to funding, corporate sponsors attend the summer field programs, mentor GeoFORCE students, and provide opportunities for the students to visit the companies. As our students move toward college graduation, our industry and government partners have begun to hire them as interns. GeoFORCE graduates are now entering the workforce. Our first two cohorts are 4 and 5 years past high school graduation. That group of 155 students boasts 70 college graduates and another 60 still pursuing degrees. There are 19 geoscience majors and 9 engineers. They are also contributing to the body of science with a growing list of publications, including at least one at this meeting.

A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM

NASA Astrophysics Data System (ADS)

Weir, Michael J.

In the United States, undergraduate underrepresented minority (URM) students tend to change out of declared majors in science, technology, engineering and math (STEM) disciplines at a rate of nearly sixty percent prior to earning a post secondary degree. This phenomenon contributes to a general concern that the United States is not producing enough STEM trained skilled workers to meet future employment needs of industry and government. Although there has been research developed to examine how to increase the numbers of URM students enrolling in STEM programs at higher education institutions, retention of these students remains critical. One area of increasing focus for researchers is to understand how multiple factors impact the college experience of URM students and how those factors may contribute to the student decision to persist in earning a STEM disciple degree. This research study is a phenomenological mixed method study that examines how students experience the phenomenon of advising and the influence of the advising experience of undergraduate URM students on their likelihood of persisting in STEM at a northeast US technology oriented post secondary institution. Persistence, from the perspective of the student, is driven by cognitive psychological attributes such as confidence, motivation and self-efficacy. Utilizing a Social Cognitive theoretical framework, this study examines how three distinct undergraduate URM student populations enrolled in; an Academic Services Program, Honors College, and the general undergraduate population at this institution experience advising and how their experiences may influence their propensity to persist in earning a STEM oriented degree.

Caspase inhibitors increase the rate of recovery of neural stem/progenitor cells from post-mortem rat brains stored at room temperature.

PubMed

Hasegawa, Atsuko; Yamada, Chikako; Tani, Miho; Hirano, Shun-ichiro; Tokumoto, Yasuhito; Miyake, Jun

2009-06-01

To match the demand of regenerative medicine for nerve system, collection of stem cells from the post-mortem body is one of the most practical ways. In this study, the storage condition of the post-mortem body was examined. We prepared neural stem/progenitor cells (NSPCs) from post-mortem rat brains stored at different temperatures. When brains were stored at 4 degrees C, for one week, we were able to obtain neurospheres (a spheroid body containing NSPCs) by stimulation of cells with epidermal growth factor (EGF). Incremental increases in storage temperature decreased the rate of appearance of neurospheres. Within 48 h at 15 degrees C, 24 h at 25 degrees C, in both condition, we were able to recover NSPCs from post-mortem rat brains. At 15 degrees C, 90% of neurosphere-forming activity was lost within 24 h. However, even after 24 h at 25 degrees C, 2% neurosphere-forming activity remained. After 6 h of death, there was very little difference between the rates of NSPC recovery at 4 degrees C and 25 degrees C. Addition of caspase inhibitors to both the rat brain storage solution and the NSPC culture medium increased the rate of neurosphere-forming activity. In particular, an inhibitor of caspase-8 activity increased the NSPC recovery rate approximately three-fold, with no accompanying detrimental effects on neural differentiation in vitro.

Temperature and leaf wetness duration affect phenotypic expression of Rlm6-mediated resistance to Leptosphaeria maculans in Brassica napus.

PubMed

Huang, Yong-Ju; Evans, Neal; Li, Zi-Qin; Eckert, Maria; Chèvre, Anne-Marie; Renard, Michel; Fitt, Bruce D L

2006-01-01

Near-isogenic Brassica napus lines carrying/lacking resistance gene Rlm6 were used to investigate the effects of temperature and leaf wetness duration on phenotypic expression of Rlm6-mediated resistance. Leaves were inoculated with ascospores or conidia of Leptosphaeria maculans carrying the effector gene AvrLm6. Incubation period to the onset of lesion development, number of lesions and lesion diameter were assessed. Symptomless growth of L. maculans from leaf lesions to stems was investigated using a green fluorescent protein (GFP) expressing isolate carrying AvrLm6. L. maculans produced large grey lesions on Darmor (lacking Rlm6) at 5-25 degrees C and DarmorMX (carrying Rlm6) at 25 degrees C, but small dark spots and 'green islands' on DarmorMX at 5-20 degrees C. With increasing temperature/wetness duration, numbers of lesions/spots generally increased. GFP-expressing L. maculans grew from leaf lesions down leaf petioles to stems on DarmorMX at 25 degrees C but not at 15 degrees C. We conclude that temperature and leaf wetness duration affect the phenotypic expression of Rlm6-mediated resistance in leaves and subsequent L. maculans spread down petioles to produce stem cankers.

Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

2016-12-01

Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

STEM Sell

ERIC Educational Resources Information Center

Pantic, Zorica

2007-01-01

Between 1994 and 2003, employment in science, technology, engineering and math (STEM) fields grew by a remarkable 23 percent, compared with 17 percent in non-STEM fields, according to federal data. The Bureau of Labor Statistics predicts continued strong growth in STEM job openings through 2014, with emphasis on life sciences, environmental…

[Progress in stem cells and regenerative medicine].

PubMed

Wang, Libin; Zhu, He; Hao, Jie; Zhou, Qi

2015-06-01

Stem cells have the ability to differentiate into all types of cells in the body and therefore have great application potential in regenerative medicine, in vitro disease modelling and drug screening. In recent years, stem cell technology has made great progress, and induced pluripotent stem cell technology revolutionizes the whole stem cell field. At the same time, stem cell research in our country has also achieved great progress and becomes an indispensable power in the worldwide stem cell research field. This review mainly focuses on the research progress in stem cells and regenerative medicine in our country since the advent of induced pluripotent stem cell technology, including induced pluripotent stem cells, transdifferentiation, haploid stem cells, and new gene editing tools.

Righting response of artificially inclined maritime pine (Pinus pinaster) saplings to wind loading.

PubMed

Berthier, Stephane; Stokes, Alexia

2006-01-01

To determine if trees respond to dynamic and static loading in the same manner, 2-year-old maritime pine (Pinus pinaster Ait.) trees were subjected to different types of mechanical loading in the field. One block of trees (the control) were kept in pots and planted in the field at an angle of 0 or 45 degrees to the vertical. A similar block of leaning potted trees was planted nearby and subjected to frequent, unilateral wind loading for a period of 1 s every 2 min. Half the leaning trees were oriented toward the direction of wind loading and half were oriented along the axis of wind loading. The stem profile was measured three times during the growing season to quantify the rate of stem straightening. Compression wood formation and stem shape were measured in all plants. No differences in mean height or diameter were observed between blocks and all leaning trees straightened, but not at the same rate. Although no difference in the rate of apical straightening occurred between control and wind-treated trees, the righting response of the basal part of the stem of leaning trees subjected to wind was four times greater than that of leaning trees without wind. No differences in the righting response were observed between leaning trees growing toward and trees growing away from the source of wind. No significant differences in compression wood formation were found between control trees and wind-treated trees, indicating that other factors must determine the reorientation rate of leaning trees. Results are discussed with reference to the quality of compression wood in conifers and the mechanotransductive pathway in plants.

Promoting Diversity in STEM through Active Recruiting and Mentoring: The Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington

NASA Astrophysics Data System (ADS)

Schwieterman, Edward; Binder, Breanna; Tremmel, Michael; Garofali, Kristen; Agol, Eric; Meadows, Victoria

2015-11-01

The Pre-Major in Astronomy Program (Pre-MAP) is a research and mentoring program for underclassmen and transfer students offered by the University of Washington Astronomy Department since 2005. The primary goal of Pre-MAP is to recruit and retain students from groups traditionally underrepresented in science, technology, engineering, and mathematics (STEM) through early exposure to research. The Pre-MAP seminar is the core component of the program and offers instruction in computing skills, data manipulation, science writing, statistical analysis, and scientific speaking and presentation skills. Students choose research projects proposed by faculty, post-docs and graduate students in areas related to astrophysics, planetary science, and astrobiology. Pre-MAP has been successful in retaining underrepresented students in STEM fields relative to the broader UW population, and we've found these students are more likely to graduate and excel academically than their peers. As of spring 2015, more than one hundred students have taken the Pre-MAP seminar, and both internal and external evaluations have shown that all groups of participating students report an increased interest in astronomy and science careers at the end of the seminar. Several former Pre-MAP students have obtained or are pursuing doctoral and master’s degrees in STEM fields; many more work at NASA centers, teaching colleges, or as engineers or data analysts. Pre- MAP student research has produced dozens of publications in peer-reviewed research journals. This talk will provide an overview of the program: the structure of the seminar, examples of projects completed by students, cohort-building activities outside the seminar, funding sources, recruitment strategies, and the aggregate demographic and achievement data of our students. It is our hope that similar programs may be adopted successfully at other institutions.

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers.

PubMed

Estrada, Mica; Hernandez, Paul R; Schultz, P Wesley

2018-01-01

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS's key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation. © 2018 M. Estrada et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Pathways in STEM: Factors affecting the retention and attrition of talented men and women from the STEM pipeline

NASA Astrophysics Data System (ADS)

Heilbronner, Nancy N.

Many men and women who are talented in science, technology, engineering, and/or mathematics (STEM) choose not to pursue undergraduate majors or careers in these fields. To develop talents in STEM, educators must understand the factors that contribute to an individual's retention in STEM domains, as well as the factors that act as barriers to success, such as the role that gender plays in the underrepresentation of women in certain STEM fields (e.g., computer science and engineering) and changes in recent decades in the process of selecting STEM majors and careers. The purpose of this study was to explore the influences that guide decisions related to the selection of majors and occupations during high school, post-secondary education, and early careers. Survey methodology was used to explore the perceptions of 360 Science Talent Search (STS) semifinalists and finalists during the years 1987-1989 and 1997-1999, and quantitative procedures were used to analyze the data. A majority (74.2%) of STS participants majored in a STEM field in college, and most (68.6%) currently work in a STEM field. A greater percentage of men selected computer science, engineering, physics, and mathematics majors, and a greater percentage of women selected biological science and chemistry. Belief in one's ability to achieve in STEM was a predictor of STEM majors in college and STEM concentrations in graduate school, but differences were found between men's and women's self-efficacy in STEM during high school and in college, as women had lower self-efficacy. Sex was a predictor of STEM majors in college, but perceived quality of academic courses was not. STEM majors also reported more satisfaction with their STEM courses in high school and college than non-STEM majors. In a departure from the results of previous research, the reasons that men and women selected occupations were similar, as were the reasons they chose to leave or not to enter STEM. The most frequently cited reason for attrition was interest in another (non-STEM) field. Participants placed little importance on other reasons for leaving STEM that were identified in previous research, such as competition, social isolation, or financial considerations.

AIP Career Pathways

NASA Astrophysics Data System (ADS)

Palchak, Amanda

2012-02-01

American Institute of Physics (AIP) Career Pathways is a new project funded by the National Science Foundation. One of the goals of AIP Career Pathways is to prepare students to compete for Science, Technology, Engineering, and Mathematics (STEM) careers with a bachelor's degree in physics. In order to do so, I reviewed and compiled useful resources on finding a STEM career with a bachelor's degree in physics. These resources not only supply the job seeker with job postings in STEM careers but also provide them with information on resumes, interviewing skills, and networking. Recently at the 2011 Industrial Physics Forum, I interviewed companies in the private sector to obtain a unique perspective on what types of skills potential employers expect an applicant to posses with a bachelor's degree in physics. Ultimately, these components will be used as supplements at student career workshops held at annual Society of Physics Students Zone Meetings.

A Multi-Case Study of Student Interactions with Educational Robots and Impact on Science, Technology, Engineering, and Math (STEM) Learning and Attitudes

ERIC Educational Resources Information Center

Holmquist, Stephanie Kaye

2014-01-01

The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage…

Lipstick and Labcoats: Undergraduate Women's Gender Negotiation in STEM Fields

ERIC Educational Resources Information Center

Goldman, Emily Grey

2012-01-01

Although women have made significant progress in the work force and in education, gender gaps still exist in many industries and occupations, including science, technology, engineering, and math (STEM) fields. This research aimed to understand how undergraduate women negotiate gender within STEM fields, looking specifically at these women's…

Lipstick and Labcoats: Undergraduate Women's Gender Negotiation in STEM Fields

ERIC Educational Resources Information Center

Goldman, Emily Grey

2010-01-01

While women have made significant progress in the work force and in education, gender gaps still exist in many industries and occupations, including science, technology, engineering, and math (STEM) fields. This research aims to understand how undergraduate women negotiate gender within STEM fields, looking specifically at these women's…

Family matters: Familial support and science identity formation for African American female STEM majors

NASA Astrophysics Data System (ADS)

Parker, Ashley Dawn

This research seeks to understand the experiences of African American female undergraduates in STEM. It investigates how familial factors and science identity formation characteristics influence persistence in STEM while considering the duality of African American women's status in society. This phenomenological study was designed using critical race feminism as the theoretical framework to answer the following questions: 1) What role does family play in the experiences of African American women undergraduate STEM majors who attended two universities in the UNC system? 2) What factors impact the formation of science identity for African American women undergraduate STEM majors who attended two universities in the UNC system? Purposive sampling was used to select the participants for this study. The researcher conducted in-depth interviews with 10 African American female undergraduate STEM major from a predominantly White and a historically Black institution with the state of North Carolina public university system. Findings suggest that African American families and science identity formation influence the STEM experiences of the African American females interviewed in this study. The following five themes emerged from the findings: (1) independence, (2) support, (3) pressure to succeed, (4) adaptations, and (5) race and gender. This study contributes to the literature on African American female students in STEM higher education. The findings of this study produced knowledge regarding policies and practices that can lead to greater academic success and persistence of African American females in higher education in general, and STEM majors in particular. Colleges and universities may benefit from the findings of this study in a way that allows them to develop and sustain programs and policies that attend to the particular concerns and needs of African American women on their campuses. Finally, this research informs both current and future African American female STEM students so that they might benefit from the knowledge of the experiences of others in STEM-related fields. As a result, other African American female students might be enlightened by these stories and have the confidence to pursue a STEM degree of their own.

Facilitating Teaching and Learning across STEM Fields

ERIC Educational Resources Information Center

Ejiwale, James A.

2012-01-01

The reformation of the contents for instruction across STEM fields has changed the role of STEM educators from being a "dictator" in the classroom/laboratory to a facilitator of students' activities. More important, this new paradigm and professional orientation for STEM educators is no more limited to delivering instruction intuitively, but with…

Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students

ERIC Educational Resources Information Center

Shadduck, Peggy

2017-01-01

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial…

Building a more diverse biomedical engineering workforce: Biomedical engineering at the university of the district of Columbia, a historically black college & university.

PubMed

Thompson, Lara A; Adebayo, A Segun; Nian Zhang; Haghani, Sasan; Dowell, Kathleen; Shetty, Devdas

2016-08-01

Biomedical Engineering (BME) is a new, multidisciplinary, and rapidly growing field, however, the BME Workforce suffers from limited ethnic and gender diversity. Despite the demand and growth of this new field due to its public health importance, only 4 out of the 107 Historically Black Colleges and Universities (HBCUs) nationwide offers a Bachelor's of Science (B.S.) in Bio-Engineering related fields. In order to contribute to a growing BME Workforce, HBCUs need to react and offer more degree-programs relevant to BME. At the University of the District of Columbia (UDC), an HBCU and the District's only public institution for higher learning, we have recently established a new, degree program: Bachelor of Science in Biomedical Engineering (B.S. in BME) full-board approved in Fall 2014, with program activities initiated in Fall 2015. The educational goal of this program is to enhance the quality and diversity of the BME Workforce via student professional development, new and relevant BME courses, and BME scholarly activities (e.g., guest lectures and journal club sessions), ultimately to increase the number of ethnic minorities pursuing careers and degrees in BME. Through our program activities, we are aiming to meet the nation's demand to contribute to a diverse BME workforce, directed towards solving problems in human health. A secondary, but related goal, is to increase the diversity of STEM-related fields. This paper summarizes our initial, but encouraging, BME activity-related findings. However, this study will be longitudinal (on a multiple year time period) to observe the true outcomes of our initiative.

Direct Visualization of Local Electromagnetic Field Structures by Scanning Transmission Electron Microscopy.

PubMed

Shibata, Naoya; Findlay, Scott D; Matsumoto, Takao; Kohno, Yuji; Seki, Takehito; Sánchez-Santolino, Gabriel; Ikuhara, Yuichi

2017-07-18

The functional properties of materials and devices are critically determined by the electromagnetic field structures formed inside them, especially at nanointerface and surface regions, because such structures are strongly associated with the dynamics of electrons, holes and ions. To understand the fundamental origin of many exotic properties in modern materials and devices, it is essential to directly characterize local electromagnetic field structures at such defect regions, even down to atomic dimensions. In recent years, rapid progress in the development of high-speed area detectors for aberration-corrected scanning transmission electron microscopy (STEM) with sub-angstrom spatial resolution has opened new possibilities to directly image such electromagnetic field structures at very high-resolution. In this Account, we give an overview of our recent development of differential phase contrast (DPC) microscopy for aberration-corrected STEM and its application to many materials problems. In recent years, we have developed segmented-type STEM detectors which divide the detector plane into 16 segments and enable simultaneous imaging of 16 STEM images which are sensitive to the positions and angles of transmitted/scattered electrons on the detector plane. These detectors also have atomic-resolution imaging capability. Using these segmented-type STEM detectors, we show DPC STEM imaging to be a very powerful tool for directly imaging local electromagnetic field structures in materials and devices in real space. For example, DPC STEM can clearly visualize the local electric field variation due to the abrupt potential change across a p-n junction in a GaAs semiconductor, which cannot be observed by normal in-focus bright-field or annular type dark-field STEM imaging modes. DPC STEM is also very effective for imaging magnetic field structures in magnetic materials, such as magnetic domains and skyrmions. Moreover, real-time imaging of electromagnetic field structures can now be realized through very fast data acquisition, processing, and reconstruction algorithms. If we use DPC STEM for atomic-resolution imaging using a sub-angstrom size electron probe, it has been shown that we can directly observe the atomic electric field inside atoms within crystals and even inside single atoms, the field between the atomic nucleus and the surrounding electron cloud, which possesses information about the atomic species, local chemical bonding and charge redistribution between bonded atoms. This possibility may open an alternative way for directly visualizing atoms and nanostructures, that is, seeing atoms as an entity of electromagnetic fields that reflect the intra- and interatomic electronic structures. In this Account, the current status of aberration-corrected DPC STEM is highlighted, along with some applications in real material and device studies.

Exploring the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors: Motivators and strategies for achieving baccalaureate attainment

NASA Astrophysics Data System (ADS)

Carbajal, Sandy C.

Drawing from Latino/a Critical Race Theory and the related Community Cultural Wealth (CCW) model, I concentrate on three forms of CCW---aspirational, navigational, and resistance capital---for this qualitative study on the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors, focusing on strategies and achieving baccalaureate attainment. I interviewed ten Latina students and asked them questions regarding their educational experiences in STEM majors, what contributed to their degree completion, and the strategies they employed for achieving baccalaureate attainment. I identified and described six themes within the study (the underrepresentation of Latinas in STEM majors, the lack of preparation by academic programs for upper division courses, motivators, involvement, time management, and support networks) that, when combined, contributed to participants' degree attainment. This study concludes with implications for policy and practice that would allow universities to better assist Latinas in STEM majors to achieve baccalaureate attainment.

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

NASA Astrophysics Data System (ADS)

Wilson, Zakiya S.; Iyengar, Sitharama S.; Pang, Su-Seng; Warner, Isiah M.; Luces, Candace A.

2012-10-01

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the "Computer Science, Engineering, and Mathematics Scholarships" (CSEMS) program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics (S-STEM). The implementation of these two programs in Louisiana State University (LSU) has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS/S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU's experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail.

PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences

NASA Astrophysics Data System (ADS)

Gallagher, H. A.; Schaumloffel, J. C.; Bischoff, P.; Labroo, S.; Bachman, N.

2006-05-01

PR2EPS is a multifaceted NSF-DUE sponsored program at SUNY Oneonta that strives to enhance the number of students pursuing degrees in the physical sciences and increase the retention rate of students pursuing STEM degrees. A key focus of the project, which is beginning its third year, is drawing students from the five rural counties surrounding Oneonta, NY. Team members visit 15 to 20 local high schools each year leading discussions on academic and career opportunities in STEM disciplines and inviting students to participate in a one week summer science camp. A variety of hands-on science and engineering activities are designed to engage students and demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. Campers who decide to study physical science at SUNY Oneonta are supported with a modest financial inducement and an evening tutoring center. As these students progress, they gain exposure to research and professional activities designed to show them opportunities and developments in their field and integrate them into the broader community of learners. A description of the program, which is a collaboration of faculty from the Departments of Physics & Astronomy, Chemistry & Biochemistry and Education, as well as an evaluation of the effectiveness of the overall program and its components will be provided.

A Comparison of Student Spatial Abilities Across STEM Fields

NASA Astrophysics Data System (ADS)

Loftis, Thad; Cid, Xiimena; Lopez, Ramon

2011-10-01

It has been shown that STEM (Science, Technology, Engineering, and Mathematics) students have higher spatial abilities than students in the liberal arts or humanities. In order to track the change in spatial abilities within a group, studies in physics have examined topics in kinematics, chemistry has examined topics on molecular diagrams, mathematics has examined topics related to geometry, and engineering has developed courses specifically targeting students' spatial abilities. It is understood that students in STEM fields improve their spatial abilities while taking STEM courses, but very few studies have done comparisons amongst the different STEM fields. I will be presenting data comparing different STEM students' spatial ability, assessed using the Mental Rotation Test.

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

NASA Astrophysics Data System (ADS)

Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Retaining Underrepresented Minority Undergraduates in STEM through Hands-on Internship Experiences

NASA Astrophysics Data System (ADS)

Bamzai, A.; Mcpherson, R. A.; DeLong, K. L.; Rivera-Monroy, V. H.; Zak, J.; Earl, J.; Owens, K.; Wilson, D.

2015-12-01

The U.S. Department of the Interior's South Central Climate Science Center (SCCSC) hosts an annual 3-week summer internship opportunity for undergraduate students of underrepresented minorities interested in science, technology, engineering and mathematics (STEM) fields. Internship participants travel across the south-central U.S. to visit university campuses and field locations. The students interact with faculty conducting cutting edge research and with resource managers facing decision-making under uncertainty. This internship format allows the participants to see the direct impacts of climate variability and change on the Texas Hill Country, prairie and forest ecosystems and tribal cultures in Oklahoma, and the bayous, delta and coastline of Louisiana. Immersive experiences are key for exposing students to academic research and providing them with the skills and experiences needed to continue on in their professional careers. The SCCSC's program introduces students to how research is conducted, gives them a broad perspective on how collaborations form, and starts each student on the path to building a large and diverse professional network. By providing participants with a "buffet" of options, our internship serves as a launching pad from which each student can move forward towards experiences such as participating in a Research Experiences for Undergraduates program, gaining employment in a STEM-related career path, and being accepted into a graduate degree program. This presentation will describe the components of the SCCSC's internship program and provide a summary of post-internship student successes.

Doctoral Student Attrition in the STEM Fields: An Exploratory Event History Analysis

ERIC Educational Resources Information Center

Lott, Joe L., II; Gardner, Susan; Powers, Daniel A.

2010-01-01

The STEM fields, otherwise known as the Sciences, Technology, Engineering, and Mathematics areas, have become the focus of multiple studies and funding initiatives in recent years. Despite these efforts, lingering concerns exist about who enters, who is retained, and who completes the doctorate in STEM fields. This study utilizes discrete-time…

Examination of factors predicting secondary students' interest in tertiary STEM education

NASA Astrophysics Data System (ADS)

Chachashvili-Bolotin, Svetlana; Milner-Bolotin, Marina; Lissitsa, Sabina

2016-02-01

Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students' interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students' interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students' interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students' entering tertiary education but did not differentiate between their interests in the fields of study.

Musa paradisiaca stem juice as a source of peroxidase and ligninperoxidase.

PubMed

Vernwal, S K; Yadav, R S; Yadav, K D

2000-10-01

Musa paradisiaca stem juice has been shown to contain peroxidase activity of the order of 0.1 enzyme unit/ml. The Km values of this peroxidase for the substrates guaiacol and hydrogen peroxide are 2.4 and 0.28 mM respectively. The pH and temperature optima are 4.5 and 62.5 degrees C respectively. Like other peroxidases, it follows double displacement type mechanism. At low pH, Musa paradisiaca stem juice exhibits ligninperoxidase type activity. The pH optimum for ligninperoxidase type activity is 2.0 and the temperature optimum is 24 degrees C. The Km values for veratryl alcohol and n-propanol are 66 and 78 microM respectively.

Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students

PubMed Central

Lane, Tonisha B.

2016-01-01

The current study used a case study methodological approach, including document analysis, semistructured interviews, and participant observations, to investigate how a science, technology, engineering, and mathematics (STEM) enrichment program supported retention and degree attainment of underrepresented students at a large, public, predominantly white institution. From this study, a model emerged that encompassed four components: proactive care, holistic support, community building, and catalysts for STEM identity development. These components encompassed a number of strategies and practices that were instrumental in the outcomes of program participants. This paper concludes with implications for practice, such as using models to inform program planning, assessment, and evaluation. PMID:27543638

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…

Factors That Contribute to Persistence and Retention of Underrepresented Minority Undergraduate Students in Science, Technology, Engineering, and Mathematics (STEM)

ERIC Educational Resources Information Center

Mitchell, Sidney Kirk

2011-01-01

The objective of this research was to identify specific factors that contribute to underrepresented minority (African American, Hispanic, Native American) undergraduate students' success in STEM disciplines at a regional university during the 2007-2010 timeframe. As more underrepresented minority (URM) students complete STEM degrees, many will…

Wise Women: A Narrative Study of Former Living-Learning Community Participants' Experiences as STEM Majors

ERIC Educational Resources Information Center

Grays, Shaefny D.

2013-01-01

Over the past few decades, higher education has attempted to address the issue of underrepresentation of women in STEM undergraduate degree programs. Living-learning communities represent one strategy to help address low persistence for women in undergraduate STEM majors. The purpose of this study was to explore the experiences of undergraduate…

Building an Academic Community: Minority Serving Institutions and How They Influence Students Pursuing Undergraduate Degrees in STEM

ERIC Educational Resources Information Center

Flower, Alonzo M., III.

2014-01-01

Scientific and technological innovation, according to a report by the National Academy of Sciences (2007), can only be secured with individuals' success in science, technology, engineering, and mathematics (STEM). Because STEM remains White and male-dominated, programs that focus on increasing the participation of female and minority students has…

Retention Models for STEM Majors and Alignment to Community Colleges: A Review of the Literature

ERIC Educational Resources Information Center

Snyder, Jennifer; Cudney, Elizabeth A.

2017-01-01

During the last decade, there have been numerous reports detailing the importance of increasing science, technology, engineering, and math (STEM) majors in the United States. Simultaneously, an increasing number of studies are being developed to predict a student's success and completion of a STEM degree, recognizing that retention is a…

Implementing Out-of-School Time STEM Resources: Best Practices from Public Television

ERIC Educational Resources Information Center

Paulsen, Christine Andrews

2013-01-01

Business leaders, educators, and government leaders agree that, in order for the United States to retain its standing as a world leader, public and private institutions need to work together to develop a well-qualified workforce in science, technology, engineering, and mathematics (STEM). However, the number of graduates with STEM degrees has not…

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

ERIC Educational Resources Information Center

Estrada, Mica; Hernandez, Paul R.; Schultz, P. Wesley

2018-01-01

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students.…

Caminos a la Ciencia: Recruiting and Retaining Latina High School Students in the Geosciences and Other STEM Disciplines through Cohort Learning

NASA Astrophysics Data System (ADS)

Michelsen, R. R. H.; Dominguez, R.; Marchetti, A. H.

2017-12-01

The Commonwealth of Virginia has a significant and growing Latinx population, however this population is underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) workforce. Hispanic American participation in STEM degrees is low, making up only 4.5% of all Geoscience Bachelor's degrees in 2008. This student population faces challenges including a high poverty rate, lack of family members or mentors who have attended college, and lack of placement in or availability of advanced high school science and math courses. Latina girls face additional challenges such as family responsibilities and overcoming stereotypes about science and math abilities. We have developed a program that is designed to recruit Latina high schoolers, expose them to and engage them in STEM disciplines, and facilitate their matriculation into college. There are two components: a multi-year, week-long summer residential program at Randolph-Macon College (RMC), where the participants live and work together, and special events at our partners during the school year. The residential program consists of science and technology activities with RMC faculty, such as field work focusing on hydrology and space science laboratories. Students also travel to non-profit partners such as the Lewis Ginter Botanical Gardens and connect with Latinx scientists and engineers at local corporate partners such as WestRock, a paper/cardboard packaging company. The girls will return next summer for more in-depth research experiences and receive a college scholarship upon their completion of the program. During the school year, there will be monthly activities at our non-profit partners to keep the girls engaged and strengthen relationships in the cohort. Strengths of our program include 1) attention to engaging high schoolers' families with targeted programming for them on campus the first day of the program, 2) providing all materials in Spanish as well as English, and 3) a team consisting of academic, non-profit, and Fortune-500 corporate stakeholders. Here we report the successes of the first summer program as well as the attitudes of the participants towards STEM before and after the program.

Brain stem sites mediating specific and non-specific temperature effects on thermoregulation in the pekin duck.

PubMed Central

Martin, R; Simon, E; Simon-Oppermann, C

1981-01-01

1. Thermodes were chronically implanted into various levels of the brain stem of sixteen Pekin ducks. The effects of local thermal stimulation on metabolic heat production, core temperature, peripheral skin temperature and respiratory frequency were investigated. 2. Four areas of thermode positions were determined according to the responses observed and were histologically identified at the end of the investigation. 3. Thermal stimulation of the lower mid-brain/upper pontine brain stem (Pos. III) elicited an increase in metabolic heat production, cutaneous vasoconstriction and rises in core temperature in response to cooling at thermoneutral and cold ambient conditions and, further, inhibition of panting by cooling and activation of panting by heating at warm ambient conditions. The metabolic response to cooling this brain stem section amounted to -0.1 W/kg. degrees C as compared with -7 W/kg. degrees C in response to total body cooling. 4. Cooling of the anterior and middle hypothalamus (Pos. II) caused vasodilatation in the skin and did not elicit shivering. The resulting drop in core temperature at a given degree of cooling was greater than the rise in core temperature in response to equivalent cooling of the lower mid-brain/upper pontine brain stem. 5. Cooling of the preoptic forebrain (Pos. I) and of the myelencephalon (Pos. IV) did not elicit thermoregulatory reactions. 6. It is concluded that the duck's brain stem contains thermoreceptive structures in the lower mid-brain/upper pontine section. However, the brain stem as a whole appears to contribute little to cold defence during general hypothermia because of the inhibitory effects originating in the anterior and middle hypothalamus. Cold defence in the duck, which is comparable in strength to that in mammals, has to rely on extracerebral thermosensory structures. PMID:7310688

The AIP Career Pathways Project: Learning the Effective Practices of Physics Departments Preparing Graduates with the Bachelor's Degree for STEM Careers

NASA Astrophysics Data System (ADS)

Olsen, Thomas; Redmond, Kendra; Czujko, Roman

2012-10-01

Forty percent of students graduating with the bachelor's degree in physics seek employment immediately upon graduation. The AIP Career Pathways Project, funded by NSF, seeks to learn by site visits the effective practices of departments in preparing these students to successfully secure positions in STEM and to make these practices known by presentations, publications, and workshops. This talk will review AIP Statistical Resources data on the careers of physicists with the bachelor's degree, provide preliminary insights from the site visits, provide some advice for graduates seeking employment, and describe the upcoming workshops.

Seeking congruity between goals and roles: a new look at why women opt out of science, technology, engineering, and mathematics careers.

PubMed

Diekman, Amanda B; Brown, Elizabeth R; Johnston, Amanda M; Clark, Emily K

2010-08-01

Although women have nearly attained equality with men in several formerly male-dominated fields, they remain underrepresented in the fields of science, technology, engineering, and mathematics (STEM). We argue that one important reason for this discrepancy is that STEM careers are perceived as less likely than careers in other fields to fulfill communal goals (e.g., working with or helping other people). Such perceptions might disproportionately affect women's career decisions, because women tend to endorse communal goals more than men. As predicted, we found that STEM careers, relative to other careers, were perceived to impede communal goals. Moreover, communal-goal endorsement negatively predicted interest in STEM careers, even when controlling for past experience and self-efficacy in science and mathematics. Understanding how communal goals influence people's interest in STEM fields thus provides a new perspective on the issue of women's representation in STEM careers.

HPV-Induced Field Cancerisation: Transformation of Adult Tissue Stem Cell Into Cancer Stem Cell.

PubMed

Olivero, Carlotta; Lanfredini, Simone; Borgogna, Cinzia; Gariglio, Marisa; Patel, Girish K

2018-01-01

Field cancerisation was originally described as a basis for multiple head and neck squamous cell carcinoma (HNSCC) and is a pre-malignant phenomenon that is frequently attributable to oncogenic human papillomavirus (HPV) infection. Our work on β-HPV-induced cutaneous squamous cell carcinomas identified a novel Lrig1+ hair follicle junctional zone keratinocyte stem cell population as the basis for field cancerisation. Herein, we describe the ability for HPV to infect adult tissue stem cells in order to establish persistent infection and induce their proliferation and displacement resulting in field cancerisation. By review of the HPV literature, we reveal how this mechanism is conserved as the basis of field cancerisation across many tissues. New insights have identified the capacity for HPV early region genes to dysregulate adult tissue stem cell self-renewal pathways ensuring that the expanded population preserve its stem cell characteristics beyond the stem cell niche. HPV-infected cells acquire additional transforming mutations that can give rise to intraepithelial neoplasia (IEN), from environmental factors such as sunlight or tobacco induced mutations in skin and oral cavity, respectively. With establishment of IEN, HPV viral replication is sacrificed with loss of the episome, and the tissue is predisposed to multiple cancer stem cell-driven carcinomas.

Involving Practicing Scientists in K-12 Science Teacher Professional Development

NASA Astrophysics Data System (ADS)

Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments focus on the benefits scientists received from networking with K-12 teachers. The classroom lessons resulting from STEP have been so popular among teachers, the Alaska Department of Education and Early Development recently contracted with the PI to create a website that will make the STEP database open to teachers across Alaska. When the Alaska Department of Education and Early Development launched the new website in August 2011, the name of the STEP program was changed to the Alaska K-12 Science Curricular Initiative (AKSCI). The STEP courses serving as the foundation to the new AKSCI site are located under the "History" tab of the new website.

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…

Nurturing Diversity in STEM Fields through Geography: The Past, the Present, and the Future

ERIC Educational Resources Information Center

Oyana, Tonny J.; Garcia, Sonia J.; Haegele, Jennifer A.; Hawthorne, Timothy L.; Morgan, Joe; Young, Nekya Jenise

2015-01-01

To date, there has been a wealth of research on participation in science, technology, engineering, and mathematics (STEM) fields, but most research focuses on the implementation of programs and whether these programs work. Such research can be expanded and enhanced by considering geographic perspectives on participation in the STEM fields and by…

Needle in a Haystack? Seeking Causal Evidence about Using STEM Experts to Improve Student Outcomes

ERIC Educational Resources Information Center

Gamse, Beth C.; Martinez, Alina; Bozzi, Laurie

2015-01-01

In today's technological and global society, STEM disciplines are viewed as fundamental to the nation's economic growth and prosperity. Employment opportunities in STEM fields have increased at a faster rate than in non-STEM fields (Government Accounting Office [GAO], 2006). Additionally, many professions--once perceived not to require STEM…

3D Magnetic Stem Cell Aggregation and Bioreactor Maturation for Cartilage Regeneration.

PubMed

Van de Walle, Aurore; Wilhelm, Claire; Luciani, Nathalie

2017-04-27

Cartilage engineering remains a challenge due to the difficulties in creating an in vitro functional implant similar to the native tissue. An approach recently explored for the development of autologous replacements involves the differentiation of stem cells into chondrocytes. To initiate this chondrogenesis, a degree of compaction of the stem cells is required; hence, we demonstrated the feasibility of magnetically condensing cells, both within thick scaffolds and scaffold-free, using miniaturized magnetic field sources as cell attractors. This magnetic approach was also used to guide aggregate fusion and to build scaffold-free, organized, three-dimensional (3D) tissues several millimeters in size. In addition to having an enhanced size, the tissue formed by magnetic-driven fusion presented a significant increase in the expression of collagen II, and a similar trend was observed for aggrecan expression. As the native cartilage was subjected to forces that influenced its 3D structure, dynamic maturation was also performed. A bioreactor that provides mechanical stimuli was used to culture the magnetically seeded scaffolds over a 21-day period. Bioreactor maturation largely improved chondrogenesis into the cellularized scaffolds; the extracellular matrix obtained under these conditions was rich in collagen II and aggrecan. This work outlines the innovative potential of magnetic condensation of labeled stem cells and dynamic maturation in a bioreactor for improved chondrogenic differentiation, both scaffold-free and within polysaccharide scaffolds.

Effects of disbudding on shoot mortality and stem deformity in black cherry

Treesearch

Charles O. Rexrode

1979-01-01

Insect damage was simulated by the removal of buds from black cherry trees to determine the effects on stem mortality and tree form. Black cherry was very sensitive to disbudding. All degrees of disbudding caused terminal deformities and stem deformity nearly always occurred after the terminal bud was destroyed. Shoot mortality usually occurred after half or more of...

Operating in the Middle: The Experiences of African American Female Transfer Students in STEM Degree Programs at HBCUs

ERIC Educational Resources Information Center

Smith, Dimitra Jackson

2016-01-01

Increasing the representation of African American females is essential to ensure the United States (U.S.) remains a viable competitor in the STEM (science, technology, engineering, and mathematics) workforce. With minorities anticipated to represent half of the resident U.S population by 2050, fostering STEM talent among this population is vital.…

Advanced Placement Math and Science Courses: Influential Factors and Predictors for Success in College STEM Majors

ERIC Educational Resources Information Center

Hoepner, Cynthia Colon

2010-01-01

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…

The differential effect of anticipated work-family conflict on the STEM major embeddedness of men and women

NASA Astrophysics Data System (ADS)

Myers, Dante P.

It is nationally concerning that many students who begin as Science, Technology, Engineering and Mathematics (STEM) majors do not complete their degrees. Of additional concern is that among the STEM students who do persist to degree completion, women are severely underrepresented. The present research investigates the extent to which anticipated conflicts between work and family life (AWFC) are negatively related to students' embeddedness in their STEM majors, especially the STEM embeddedness of women. The hypothesized model was tested using structural equation modeling in Mplus-7 with a sample of 218 STEM students from an archival database. As hypothesized, work-family decision making self-efficacy had a negative relationship with both anticipated work interference with family (AWIF) and anticipated family interference with work (AFIW). Notably, only AFIW was negatively related to major embeddedness and only the indirect effect of WFSE on major embeddedness through AFIW was positive and significant, partially supporting each corresponding hypothesis. Additionally, the relationships among study variables did not significantly differ by gender. However, the relationship between AFIW and major embeddedness approached significance for women. Implications of this research, future directions, and study limitations are discussed.

The California State University Louis Stokes Alliance for Minority Participation (CSU-LSAMP): A Collaborative, Comprehensive Approach to Broadening Participation in STEM.

NASA Astrophysics Data System (ADS)

Hammersley, L. C.

2016-12-01

The National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP) program supports alliances of institutions in their efforts to broaden participation in STEM and diversify the STEM workforce. There are currently 42 LSAMP alliances across the nation. Formed in 1993, the California State University LSAMP program (CSU-LSAMP) is an alliance of all 23 campuses of the CSU system and serves over 3,000 students per year. The primary goals of CSU-LSAMP are to increase persistence and graduation rates for URM participants, increase the number of STEM degrees awarded by the CSU to URM students, and increase the number of CSU-LSAMP students who advance to STEM graduate study. CSU-LSAMP activities are focused on four objectives - academic support (e.g. supplemental instruction & peer mentoring), support at transition points (e.g. first time freshmen & transfer students), research experiences (including international research experiences), and professional development (e.g. conference presentations & graduate school preparation activities). Financial support is offered in the form of textbook assistance, research stipends, and travel awards. We maintain a structure that allows campuses to tailor their programs to meet the needs of their own student populations but that also ties the Alliance together with a set of common activities, goals and policies. External evaluation of the program shows that our approach has been highly successful and can provide useful lessons for other programs focused on broadening participation. Since 1994, the number of URM students enrolled in STEM disciplines at CSU campuses has more than doubled and the number of STEM degrees to URM students has almost tripled. Persistence and graduation rates for URM students who participate in CSU-LSAMP are almost twice those of URM non-participants and equal to those of non-URM students. Of the students who participated in the past 15 years, 42 percent either earned a post-baccalaureate degree or are currently enrolled in a graduate STEM program.

The Effects of an Academic Environment Intervention on Science Identification among Women in STEM

ERIC Educational Resources Information Center

Ramsey, Laura R.; Betz, Diana E.; Sekaquaptewa, Denise

2013-01-01

Academic environments can feel unwelcoming for women in science, technology, engineering, and math (STEM) fields. Two studies examined academic environments of female undergraduates majoring in STEM fields at a university in the United States. In Study 1, we compared women in STEM who are in a welcoming environment to those in a traditional STEM…

Differential Grading: Meta-Analyses of STEM and Non-STEM Fields, Gender, and Institutional Admission Selectivity. ACT Research Report Series 2015 (7)

ERIC Educational Resources Information Center

Westrick, Paul A.

2015-01-01

This study examined the effects of differential grading in science, technology, engineering, and mathematics (STEM) and non-STEM fields over eight consecutive semesters. Using data from 62,122 students at 26 four-year postsecondary institutions, students were subdivided by institutional admission selectivity levels, gender, and student major…

Cell differentiation: therapeutical challenges in diabetes.

PubMed

Roche, Enrique; Vicente-Salar, Nestor; Arribas, Maribel; Paredes, Beatriz

2012-01-01

Stem cells, derived from either embryonic or adult tissues, are considered to be potential sources of insulin-secreting cells to be transplanted into type 1 and advanced stages of type 2 diabetic patients. Many laboratories have considered this possibility, resulting in a large amount of published protocols, with a wide degree of complexity among them. Our group was the first to report that it was possible to obtain insulin-secreting cells from mouse embryonic stem cells, proving the feasibility of this new challenge. The same observation was immediately reported using human embryonic stem cells. However, the resulting cell product was not properly characterised, affecting the reproducibility of the protocol by other groups. A more elaborated protocol was developed by Lumelsky and co-workers, demonstrating that neuroectodermal cells could be an alternative source for insulin-producing cells. However, the resulting cells of this protocol produced low amounts of the hormone. This aimed other groups to perform key changes in order to improve the insulin content of the resulting cells. Recently, Baetge's group has published a new protocol based on the knowledge accumulated in pancreatic development. In this protocol, human embryonic stem cells were differentiated into islet-like structures through a five step protocol, emulating the key steps during embryonic development of the endocrine pancreas. The final cell product, however, seemed to be in an immature state, thus further improvement is required. Despite this drawback, the protocol represents the culmination of work performed by different groups and offers new research challenges for the investigators in this exciting field. Concerning adult stem cells, the possibility of identifying pancreatic precursors or of reprogramming extrapancreatic derived cells are key possibilities that may circumvent the problems that appear when using embryonic stem cells, such as immune rejection and tumour formation.

The C-MORE Scholars Program: Engaging minority students in STEM through undergraduate research

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Bruno, B. C.

2010-12-01

There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.

Muscle Stem Cells: A Model System for Adult Stem Cell Biology.

PubMed

Cornelison, Ddw; Perdiguero, Eusebio

2017-01-01

Skeletal muscle stem cells, originally termed satellite cells for their position adjacent to differentiated muscle fibers, are absolutely required for the process of skeletal muscle repair and regeneration. In the last decade, satellite cells have become one of the most studied adult stem cell systems and have emerged as a standard model not only in the field of stem cell-driven tissue regeneration but also in stem cell dysfunction and aging. Here, we provide background in the field and discuss recent advances in our understanding of muscle stem cell function and dysfunction, particularly in the case of aging, and the potential involvement of muscle stem cells in genetic diseases such as the muscular dystrophies.

[Dislocated fracture of the lesser trochanter with malrotation of the stem after robot assisted implantation of a cementless hip prosthesis: a casuistic report].

PubMed

Prymka, M; Hassenpflug, J

2003-08-01

This paper presents the case of a 63 year old female with a severe coxarthrosis. She got a robot assited implantation of a cementless hip prosthesis (Osteolock, Stryker-Howmedica, Mühlheim). As operation robot the CASPAR-System (Orto-Maquet, Rastatt) was used. Initially, the clinical progress of the patient was fine. She was nearly painfree within 14 days and showed an acceptable range of motion in the operated joint (flexion/ extension 90 degrees /05 degrees /00 degrees ). She was mobilized with crutches and 15 kg weight bearing at the operated leg. 3 weeks postoperative the patient complaint about increasing pain without trauma or intensification of the weight bearing. X-rays showed not only a dislocated fracture of the lesser trochanter, but also a sinking combined with a malrotation of the stem. A revision operation was necessary,where we implanted a cemented stem. Now clinical progress was completely satisfying.

Explaining Participation: An Explanatory History of Select Gender Patterns in Undergraduate STEM

NASA Astrophysics Data System (ADS)

Mastroianni, Michael Pasquale

This explanatory study examines three focal periods in undergraduate STEM as related to the gender gap. Social, economic, and more general historical data are used to develop a clear and powerful explanation of baccalaureate trends in biology and engineering. Specifically, historical accounts are offered for 1) a ten-year period in undergraduate biology in which the number of baccalaureates awarded to men decreased 44 percent, while the number of baccalaureates awarded to women decreased one percent; 2) the start of a twenty-year period in which the number of bachelor's degrees awarded in the biological sciences increased 150 percent---from 36,068 degrees in 1989, to 90,003 bachelor's degrees in 2011; and 3) a ten year period in undergraduate engineering where female graduation rates septupled---this ten-year time period is the only instance of meaningful and noteworthy growth for women in undergraduate engineering over the past half century. Findings from each history reveal a common narrative underlying baccalaureate trends. Implications for undergraduate STEM are discussed.

Larval feeding behavior and ant association in frosted elfin, Callophrys irus (Lycaenidae)

USGS Publications Warehouse

Albanese, G.; Nelson, M.W.; Vickery, P.D.; Sievert, P.R.

2007-01-01

Callophrys irus is a rare and declining lycaenid found in the eastern U.S., inhabiting xeric and open habitats maintained by disturbance. Populations are localized and monophagous. We document a previously undescribed larval feeding behavior in both field and lab reared larvae in which late instar larvae girdled the main stem of the host plant. Girdled stems provide a unique feeding sign that was useful in detecting the presence of larvae in the field. We also observed frequent association of field larvae with several species of ants and provide a list of ant species. We suggest two hypotheses on the potential benefits of stem-girdling to C. irus larvae: 1) Stem girdling provides phloem sap as a larval food source and increases the leaf nutrient concentration, increasing larval growth rates and providing high quality honeydew for attending ants; 2) Stem girdling reduces stem toxicity by inhibiting transport of toxins from roots to the stem.

Impact of electromagnetic fields on stem cells: common mechanisms at the crossroad between adult neurogenesis and osteogenesis

PubMed Central

Leone, Lucia; Podda, Maria Vittoria; Grassi, Claudio

2015-01-01

In the recent years adult neural and mesenchymal stem cells have been intensively investigated as effective resources for repair therapies. In vivo and in vitro studies have provided insights on the molecular mechanisms underlying the neurogenic and osteogenic processes in adulthood. This knowledge appears fundamental for the development of targeted strategies to manipulate stem cells. Here we review recent literature dealing with the effects of electromagnetic fields on stem cell biology that lends support to their use as a promising tool to positively influence the different steps of neurogenic and osteogenic processes. We will focus on recent studies revealing that extremely-low frequency electromagnetic fields enhance adult hippocampal neurogenesis by inducing epigenetic modifications on the regulatory sequences of genes responsible for neural stem cell proliferation and neuronal differentiation. In light of the emerging critical role played by chromatin modifications in maintaining the stemness as well as in regulating stem cell differentiation, we will also attempt to exploit epigenetic changes that can represent common targets for electromagnetic field effects on neurogenic and osteogenic processes. PMID:26124705

From "fixing women" to "institutional transformation": An ADVANCE case study

NASA Astrophysics Data System (ADS)

Yennello, Sherry; Kaunas, Christine

2015-12-01

The United States' position in the global economy requires an influx of women into science, technology, engineering, and mathematics (STEM) fields in order to remain competitive. Despite this, the representation of women in STEM continues to be low. The National Science Foundation's ADVANCE Program addresses this issue by funding projects that aim to increase the representation of women in academic STEM fields through transformation of institutional structures that impede women's progress in academic STEM fields. This paper includes a case study of the Texas A&M University ADVANCE Program.

Stem Cell-based Tissue Engineering Approaches for Musculoskeletal Regeneration

PubMed Central

Brown, Patrick T.; Handorf, Andrew M.; Jeon, Won Bae; Li, Wan-Ju

2014-01-01

The field of regenerative medicine and tissue engineering is an ever evolving field that holds promise in treating numerous musculoskeletal diseases and injuries. An important impetus in the development of the field was the discovery and implementation of stem cells. The utilization of mesenchymal stem cells, and later embryonic and induced pluripotent stem cells, opens new arenas for tissue engineering and presents the potential of developing stem cell-based therapies for disease treatment. Multipotent and pluripotent stem cells can produce various lineage tissues, and allow for derivation of a tissue that may be comprised of multiple cell types. As the field grows, the combination of biomaterial scaffolds and bioreactors provides methods to create an environment for stem cells that better represent their microenvironment for new tissue formation. As technologies for the fabrication of biomaterial scaffolds advance, the ability of scaffolds to modulate stem cell behavior advances as well. The composition of scaffolds could be of natural or synthetic materials and could be tailored to enhance cell self-renewal and/or direct cell fates. In addition to biomaterial scaffolds, studies of tissue development and cellular microenvironments have determined other factors, such as growth factors and oxygen tension, that are crucial to the regulation of stem cell activity. The overarching goal of stem cell-based tissue engineering research is to precisely control differentiation of stem cells in culture. In this article, we review current developments in tissue engineering, focusing on several stem cell sources, induction factors including growth factors, oxygen tension, biomaterials, and mechanical stimulation, and the internal and external regulatory mechanisms that govern proliferation and differentiation. PMID:23432679

Basic Science and Clinical Application of Stem Cells in Veterinary Medicine

NASA Astrophysics Data System (ADS)

Ribitsch, I.; Burk, J.; Delling, U.; Geißler, C.; Gittel, C.; Jülke, H.; Brehm, W.

Stem cells play an important role in veterinary medicine in different ways. Currently several stem cell therapies for animal patients are being developed and some, like the treatment of equine tendinopathies with mesenchymal stem cells (MSCs), have already successfully entered the market. Moreover, animal models are widely used to study the properties and potential of stem cells for possible future applications in human medicine. Therefore, in the young and emerging field of stem cell research, human and veterinary medicine are intrinsically tied to one another. Many of the pioneering innovations in the field of stem cell research are achieved by cooperating teams of human and veterinary medical scientists.

Sino-Canadian collaborations in stem cell research: a scientometric analysis.

PubMed

Ali-Khan, Sarah E; Ray, Monali; McMahon, Dominique S; Thorsteinsdóttir, Halla

2013-01-01

International collaboration (IC) is essential for the advance of stem cell research, a field characterized by marked asymmetries in knowledge and capacity between nations. China is emerging as a global leader in the stem cell field. However, knowledge on the extent and characteristics of IC in stem cell science, particularly China's collaboration with developed economies, is lacking. We provide a scientometric analysis of the China-Canada collaboration in stem cell research, placing this in the context of other leading producers in the field. We analyze stem cell research published from 2006 to 2010 from the Scopus database, using co-authored papers as a proxy for collaboration. We examine IC levels, collaboration preferences, scientific impact, the collaborating institutions in China and Canada, areas of mutual interest, and funding sources. Our analysis shows rapid global expansion of the field with 48% increase in papers from 2006 to 2010. China now ranks second globally after the United States. China has the lowest IC rate of countries examined, while Canada has one of the highest. China-Canada collaboration is rising steadily, more than doubling during 2006-2010. China-Canada collaboration enhances impact compared to papers authored solely by China-based researchers This difference remained significant even when comparing only papers published in English. While China is increasingly courted in IC by developed countries as a partner in stem cell research, it is clear that it has reached its status in the field largely through domestic publications. Nevertheless, IC enhances the impact of stem cell research in China, and in the field in general. This study establishes an objective baseline for comparison with future studies, setting the stage for in-depth exploration of the dynamics and genesis of IC in stem cell research.

Sino-Canadian Collaborations in Stem Cell Research: A Scientometric Analysis

PubMed Central

Ali-Khan, Sarah E.; Ray, Monali; McMahon, Dominique S.; Thorsteinsdóttir, Halla

2013-01-01

Background International collaboration (IC) is essential for the advance of stem cell research, a field characterized by marked asymmetries in knowledge and capacity between nations. China is emerging as a global leader in the stem cell field. However, knowledge on the extent and characteristics of IC in stem cell science, particularly China’s collaboration with developed economies, is lacking. Methods and Findings We provide a scientometric analysis of the China–Canada collaboration in stem cell research, placing this in the context of other leading producers in the field. We analyze stem cell research published from 2006 to 2010 from the Scopus database, using co-authored papers as a proxy for collaboration. We examine IC levels, collaboration preferences, scientific impact, the collaborating institutions in China and Canada, areas of mutual interest, and funding sources. Our analysis shows rapid global expansion of the field with 48% increase in papers from 2006 to 2010. China now ranks second globally after the United States. China has the lowest IC rate of countries examined, while Canada has one of the highest. China–Canada collaboration is rising steadily, more than doubling during 2006–2010. China–Canada collaboration enhances impact compared to papers authored solely by China-based researchers This difference remained significant even when comparing only papers published in English. Conclusions While China is increasingly courted in IC by developed countries as a partner in stem cell research, it is clear that it has reached its status in the field largely through domestic publications. Nevertheless, IC enhances the impact of stem cell research in China, and in the field in general. This study establishes an objective baseline for comparison with future studies, setting the stage for in-depth exploration of the dynamics and genesis of IC in stem cell research. PMID:23468927

Parasitism of the wheat stem sawfly (Hymenoptera: Cephidae) by Bracon cephi and B. liflogaster (Hymenoptera: Braconidae) in wheat fields bordering tilled and untilled fallow in Montana

Treesearch

J. B. Runyon; W. L. Morrill; D. K. Weaver; P. R. Miller

2002-01-01

We evaluated wheat stem sawfly, Cephus cinctus Norton, parasitism, infestation, and sawfly-cut stems in wheat fields bordering intensely tilled (no visible stubble residue), minimally tilled (>75% stubble residue visible), and untilled (chemical fallow, herbicide fallow management) summer fallow fields in north-central and south-central Montana....

Broadening Awareness and Participation in the Geosciences Among Underrepresented Minorities in STEM

NASA Astrophysics Data System (ADS)

Blake, R.; Liou-Mark, J.

2012-12-01

An acute STEM crisis exists nationally, and the problem is even more dire among the geosciences. Since about the middle of the last century, fewer undergraduate and graduate degrees have been granted in the geosciences than in any other STEM fields. To help in ameliorating this geoscience plight, particularly from among members of racial and ethnic groups that are underrepresented in STEM fields, the New York City College of Technology (City Tech) launched a vibrant geoscience program and convened a community of STEM students who are interested in learning about the geosciences. This program creates and introduces geoscience knowledge and opportunities to a diverse undergraduate student population that was never before exposed to geoscience courses at City Tech. This geoscience project is funded by the NSF OEDG program, and it brings awareness, knowledge, and geoscience opportunities to City Tech's students in a variety of ways. Firstly, two new geoscience courses have been created and introduced. One course is on Environmental Remote Sensing, and the other course is an Introduction to the Physics of Natural Disasters. The Remote Sensing course highlights the physical and mathematical principles underlying remote sensing techniques. It covers the radiative transfer equation, atmospheric sounding techniques, interferometric and lidar systems, and an introduction to image processing. Guest lecturers are invited to present their expertise on various geoscience topics. These sessions are open to all City Tech students, not just to those students who enroll in the course. The Introduction to the Physics of Natural Disasters course is expected to be offered in Spring 2013. This highly relevant, fundamental course will be open to all students, especially to non-science majors. The course focuses on natural disasters, the processes that control them, and their devastating impacts to human life and structures. Students will be introduced to the nature, causes, risks, effects, and prediction of natural disasters including earthquakes, volcanoes, tsunamis, landslides, subsidence, global climate change, severe weather, coastal erosion, floods, mass extinctions, wildfires, and meteoroid impacts. In addition to the brand new geoscience course offerings, City Tech students participate in geoscience - seminars, guest lectures, lecture series, and geoscience internship and fellowship workshops. The students also participate in geoscience exposure trips to NASA/GISS Columbia University, NOAA-CREST, and the Brookhaven National Laboratory. Moreover, the undergrads are provided opportunities for paid research internships via two NSF grants - NSF REU and NSF STEP. Geoscience projects are also integrated into course work, and students make geoscience group project presentations in class. Students also participate in geoscience career and graduate school workshops. The program also creates geoscience articulation agreements with the City College of New York so that students at City Tech may pursue Bachelor's and advanced degrees in the geosciences. This program is supported by NSF OEDG grant #1108281.

"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…

Mutations in the gravity persistence signal loci in Arabidopsis disrupt the perception and/or signal transduction of gravitropic stimuli

NASA Technical Reports Server (NTRS)

Wyatt, Sarah E.; Rashotte, Aaron M.; Shipp, Matthew J.; Robertson, Dominique; Muday, Gloria K.; Brown, C. S. (Principal Investigator)

2002-01-01

Gravity plays a fundamental role in plant growth and development, yet little is understood about the early events of gravitropism. To identify genes affected in the signal perception and/or transduction phase of the gravity response, a mutant screen was devised using cold treatment to delay the gravity response of inflorescence stems of Arabidopsis. Inflorescence stems of Arabidopsis show no response to gravistimulation at 4 degrees C for up to 3 h. However, when gravistimulated at 4 degrees C and then returned to vertical at room temperature (RT), stems bend in response to the previous, horizontal gravistimulation (H. Fukaki, H. Fujisawa, M. Tasaka [1996] Plant Physiology 110: 933-943). This indicates that gravity perception, but not the gravitropic response, occurs at 4 degrees C. Recessive mutations were identified at three loci using this cold effect on gravitropism to screen for gravity persistence signal (gps) mutants. All three mutants had an altered response after gravistimulation at 4 degrees C, yet had phenotypically normal responses to stimulations at RT. gps1-1 did not bend in response to the 4 degrees C gravity stimulus upon return to RT. gps2-1 responded to the 4 degrees C stimulus but bent in the opposite direction. gps3-1 over-responded after return to RT, continuing to bend to an angle greater than wild-type plants. At 4 degrees C, starch-containing statoliths sedimented normally in both wild-type and the gps mutants, but auxin transport was abolished at 4 degrees C. These results are consistent with GPS loci affecting an aspect of the gravity signal perception/transduction pathway that occurs after statolith sedimentation, but before auxin transport.

Broadening the Participation of Native Americans in Earth Science

NASA Astrophysics Data System (ADS)

Bueno Watts, Nievita

Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists can begin broaden participation by engaging in community-inspired research, which stems from the needs of a community and is developed in collaboration with it. Designed to be useful in meeting the needs of the community, it should include using members of the community to help gather and analyze data. These community members could be students or potential students who might be persuaded to pursue an Earth Science degree.

Current applications of human pluripotent stem cells: possibilities and challenges.

PubMed

Ho, Pai-Jiun; Yen, Men-Luh; Yet, Shaw-Fang; Yen, B Linju

2012-01-01

Stem cells are self-renewable cells with the differentiation capacity to develop into somatic cells with biological functions. This ability to sustain a renewable source of multi- and/or pluripotential differentiation has brought new hope to the field of regenerative medicine in terms of cell therapy and tissue engineering. Moreover, stem cells are invaluable tools as in vitro models for studying diverse fields, from basic scientific questions such as developmental processes and lineage commitment, to practical application including drug screening and testing. The stem cells with widest differentiation potential are pluripotent stem cells (PSCs), which are rare cells with the ability to generate somatic cells from all three germ layers. PSCs are considered the most optimal choice for therapeutic potential of stem cells, bringing new impetus to the field of regenerative medicine. In this article, we discuss the therapeutic potential of human PSCs (hPSCs) including human embryonic stem cells (hESCs) and human induced pluripotent stem cells (hiPSCs), reviewing the current preclinical and clinical data using these stem cells. We describe the classification of different sources of hPSCs, ongoing research, and currently encountered clinical obstacles of these novel and versatile human stem cells.

Astronomy in Denver: Effects of a summer camp on girls’ preconceived notions of careers in STEM

NASA Astrophysics Data System (ADS)

Hoffman, Jennifer L.; Fetrow, Kirsten J.; Broder, Dale E.; Murphy, Shannon M.; Tinghitella, Robin; Hart, Quyen N.

2018-06-01

Despite gains in recent years, gender disparities persist in fields related to science, technology, engineering, and mathematics (STEM). Although young women can perform as well as their male peers in STEM courses and tests, they are less likely to pursue higher education and careers in STEM. Our study examined the effectiveness of a STEM-focused summer camp at increasing middle-school girls’ career aspirations in STEM and self-confidence with respect to scientific topics. The 15 participants were Denver-area girls ages 10 to 13 years old from groups underrepresented in STEM fields. During the weeklong DU SciTech camp, these girls built telescopes and computers, collected and classified insects, completed inquiry activities, and interacted with female STEM professionals from a variety of scientific fields and racial backgrounds. We hypothesized that camp attendance would expand girls’ perceptions of who does science, increase their awareness of and interest in STEM careers, and increase their scientific self-efficacy, or belief in their ability to succeed at STEM tasks. We found that DU SciTech improved the girls’ scientific self-efficacy and awareness of STEM careers, but it did not increase their (already high) interest in pursuing their own careers in STEM. We will present our results and discuss their implications for future summer camps and efforts to broaden STEM participation by young women from underrepresented groups.

The king is dead, long live the king: entering a new era of stem cell research and clinical development.

PubMed

Ichim, Thomas; Riordan, Neil H; Stroncek, David F

2011-12-20

In mid November the biopharma industry was shocked by the announcement from Geron that they were ending work on embryonic stem cell research and therapy. For more than 10 years the public image of all stem cell research has been equated with embryonic stem cells. Unfortunately, a fundamentally important medical and financial fact was being ignored: embryonic stem cell therapy is extremely immature. In parallel to efforts in embryonic stem cell research and development, scientists and physicians in the field of adult stem cells realized that the natural role of adult stem cells in the body is to promote healing and to act like endogenous "repair cells" and, as a result, numerous companies have entered the field of adult stem cell therapy with the goal of expanding numbers of adult stem cells for administration to patients with various conditions. In contrast to embryonic stem cells, which are extremely expensive and potentially dangerous, adult cell cells are inexpensive and have an excellent safety record when used in humans. Many studies are now showing that adult stem cells are practical, patient-applicable, therapeutics that are very close to being available for incorporation into the practice of medicine. These events signal the entrance of the field of stem cells into a new era: an era where hype and misinformation no longer triumph over economic and medical realities.

Facilitating Collaboration across Science, Technology, Engineering & Mathematics (STEM) Fields in Program Development

ERIC Educational Resources Information Center

Ejiwale, James A.

2014-01-01

Collaboration plays a major role in interdisciplinary activities among Science, Technology, Engineering & Mathematics (STEM) disciplines or fields. It also affects the relationships among cluster members on the management team. Although effective collaboration does not guarantee success among STEM disciplines, its absence usually assures…

Quality changes of fresh-cut kohlrabi sticks under modified atmosphere packaging.

PubMed

Escalona, V H; Aguayo, E; Artés, F

2007-06-01

The aim of this study was to determine the effect of different gas compositions on quality attributes and shelf life of kohlrabi sticks stored in modified atmosphere up to 14 d at 0 degrees C. Two commercial films were tested: oriented polypropylene (OPP) and amide-polyethylene (amide-PE). As a control, a microperforated OPP film was used. In order to study the changes in metabolic activity by minimal processing, the respiration rate and ethylene production at 0 degrees C were monitored for both intact stems and sticks. Changes in color, chemical parameters, sugars and organic acid contents, and sensorial quality of kohlrabi sticks were evaluated. An initial ethylene production of sticks was 13-fold higher than that of intact stems; meanwhile CO(2) production was 2-fold higher. However after 4 d of storage, a similar respiration rate for stems and sticks was found. Also the ethylene production of sticks and stems was steady around 15 to 20 nL/kg(/)h after 10 d. Kohlrabi sticks showed a little change in chemical parameters and very low weight losses during cold storage. Sticks under an equilibrium atmosphere of 7 kPa O(2) and 9 kPa CO(2) at 0 degrees C reached by amide-PE kept an acceptable sensorial quality for 14 d.

The Underrepresentation of Women in the Engineering Element of STEM Occupations and Influencers Contributing to the Persistent Gap

NASA Astrophysics Data System (ADS)

Holl, David

Within Science, Technology, Engineering, and Mathematics (STEM) careers fields, the representation of women remains at an inequitable level when compared to men and to women's representation in other professions. Given the current state of women representing 52% of the professional and management-related workforce (U.S. Bureau of Labor and Statistics, 2015), their representation at only 15% of employed engineers nationwide appears to be a problem. When considering the fact that recent graduation data show women earn over 19% of Bachelor's degrees in engineering each year, the low number becomes increasingly puzzling. What factors are contributing to this low number of women in engineering professions? One of the contributing factors is clearly women's choice of education and career paths. However, empirical literature suggests, after pursuing and entering the engineer profession, women often are victim to gender schema, cognitive bias, and an absence of family-friendly work policies, an insufficient number of female mentors, social exclusion, and other drivers potentially leading to their higher turnover rate compared to their male counterparts. This project looks within one military-related organization to uncover reasons for the low representation of female engineers. The combination of a mixed-methods approach to data collection and the Knowledge, Motivation, and Organization (KMO) framework developed by Clark and Estes (2008) for analysis is employed by this project. Comparison of the analysis results to widely accepted learning and motivation principles presented in the reviewed literature led to a proposal of research-based solutions to address the representation gap and ultimately increase women's representation in engineering and other STEM career fields.

Attitudes about high school physics in relationship to gender and ethnicity: A mixed method analysis

NASA Astrophysics Data System (ADS)

Hafza, Rabieh Jamal

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 self-identity concept and factors that promote the academic achievement as well the motivation of students to study different subject areas. This study examined the interaction between gender and ethnicity in terms of physics attitudes in the context of real world connections, personal interest, sense making/effort, problem solving confidence, and problem solving sophistication. The Colorado Learning Attitudes about Science Survey (CLASS) was given to 131 students enrolled in physics classes. There was a statistically significant Gender*Ethnicity interaction for attitude in the context of Real World Connections, Personal Interest, Sense Making/Effort, Problem Solving Confidence, and Problem Solving Sophistication as a whole. There was also a statistically significant Gender*Ethnicity interaction for attitude in the context of Real World Connections, Personal Interest, and Sense Making/Effort individually. Five Black females were interviewed to triangulate the quantitative results and to describe the experiences of minority females taking physics classes. There were four themes that emerged from the interviews and supported the findings from the quantitative results. The data supported previous research done on attitudes about STEM. The results reported that Real World Connections and Personal Interest could be possible factors that explain the lack of participation and achievement gaps that exists among minority females.

Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Kager, Elisabeth

Middle school is a critical time for the development of girls' attitudes toward science, technology, engineering, and mathematics (STEM). Existing research has indicated declining positive attitudes toward these fields among girls throughout adolescence. This study investigated how, to what extent, and for whom participation in a summer STEM Camp at a Midwestern college in the United States affected the STEM attitudes and career aspirations of 23 female participants, ages 10-14 years. Using a concurrent triangulation design, the researcher collected pre- and post-questionnaire data (N = 20), interviewed participants (N = 9), read journal entries (N = 22), and wrote field notes. The researcher adapted the Fennema-Sherman Attitude Scales (FSAS) to measure five of the original nine attitude scales concerning STEM: Male Domain, Confidence, Usefulness, Success, and Motivation. In addition to these standardized, Likert-type scale questions, the questionnaire included demographic items to gauge participants' anticipated career choices and the level of STEM motivation (e.g., extracurricular activities and guardians' STEM involvement). The interview questions elicited information about the participants' Camp experiences and the Camp's influence on participants' attitudes and career aspirations. The journal prompts provoked participants to think about their perceptions of, and relationship with, science and mathematics as well as how supportive their parents and peers had been regarding these two fields. Participants' incoming STEM attitudes were positive. Accordingly, there was no statistically significant difference between pre- and post-scores of attitudes toward STEM. Nevertheless, qualitative results showed that the Camp did strengthen participants' positive attitudes through enthusiastic instructors, STEM-motivated peers, and hands-on activities that allowed for creative freedom. Participating in the STEM Camp challenged participants' prior career aspirations by introducing them to new STEM fields and careers to be considered. Meta-inference showed that participating in the Camp had a positive effect on the participants' attitude toward, motivation in, and awareness of STEM. The results suggest that camp instructors should collaboratively plan inquiry-based activities to maximize interrelatedness of STEM fields and to ensure cognitively challenging tasks for participants and that classroom teachers should adopt interactive, hands-on, and collaborative teaching strategies to boost the positive STEM attitudes of girls.

Examining the Impact of Afterschool STEM Programs

ERIC Educational Resources Information Center

Krishnamurthi, Anita; Ballard, Melissa; Noam, Gil G.

2014-01-01

Afterschool programs that provide strong science, technology, engineering and math (STEM) learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and--significantly--begin to see…

An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief)

ERIC Educational Resources Information Center

Dunn, Caroline; Shannon, David; McCullough, Brittany; Jenda, Overtoun; Qazi, Mohammed

2018-01-01

Careers in the science, technology, engineering, and mathematics (STEM) fields have many benefits, including decent salaries, a strong employment outlook, and high job satisfaction. Unfortunately, workers with disabilities are underrepresented in the STEM fields. This practice brief describes a program designed to support college students with…

Examining Recruitment and Retention Factors for Minority STEM Majors through a Stereotype Threat Lens

ERIC Educational Resources Information Center

Meador, Audrey

2018-01-01

Prior research regarding minorities in the science, technology, engineering, and mathematics (STEM) fields indicated that the factors of peer support and participation in STEM-related activities contributed positively to minority students' recruitment and retention in these fields. Utilizing stereotype threat as a conceptual framework, this…

Preparing physics students for careers outside of academia

NASA Astrophysics Data System (ADS)

Redmond, Kendra; Czujko, Roman; Sauncy, Toni

2014-03-01

Most undergraduate physics programs focus on preparing students for physics graduate school, but in reality around 40% of physics bachelor's degree recipients go directly into the workforce. In response to calls for more STEM workers and a desire to see more students of all ambitions benefit from a physics education, the American Institute of Physics has been exploring how physics departments can better prepare their students to enter the STEM workforce after the bachelor's degree, and how students can better prepare themselves to enter the STEM workforce. This poster will include results from this NSF-funded Career Pathways Project, including an overview of common features of departments that successfully prepare students to enter the workforce and a career toolbox we have created for physics students. Work supported by NSF award 1011829.

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent.

PubMed

Wang, Xueli; Chan, Hsun-Yu; Soffa, Sara Jimenez; Nachman, Brett Ranon

2017-01-01

In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

PubMed Central

Wang, Xueli; Chan, Hsun-yu; Soffa, Sara Jimenez; Nachman, Brett Ranon

2017-01-01

In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges. PMID:28220102

2D strain mapping using scanning transmission electron microscopy Moiré interferometry and geometrical phase analysis.

PubMed

Pofelski, A; Woo, S Y; Le, B H; Liu, X; Zhao, S; Mi, Z; Löffler, S; Botton, G A

2018-04-01

A strain characterization technique based on Moiré interferometry in a scanning transmission electron microscope (STEM) and geometrical phase analysis (GPA) method is demonstrated. The deformation field is first captured in a single STEM Moiré hologram composed of multiple sets of periodic fringes (Moiré patterns) generated from the interference between the periodic scanning grating, fixing the positions of the electron probe on the sample, and the crystal structure. Applying basic principles from sampling theory, the Moiré patterns arrangement is then simulated using a STEM electron micrograph reference to convert the experimental STEM Moiré hologram into information related to the crystal lattice periodicities. The GPA method is finally applied to extract the 2D relative strain and rotation fields. The STEM Moiré interferometry enables the local information to be de-magnified to a large length scale, comparable to what can be achieved in dark-field electron holography. The STEM Moiré GPA method thus extends the conventional high-resolution STEM GPA capabilities by providing comparable quantitative 2D strain mapping with a larger field of view (up to a few microns). Copyright © 2017 Elsevier B.V. All rights reserved.

Defense AT&L. Volume 44, Number 4

DTIC Science & Technology

2015-08-01

experiment that seemed to make a lot of people nervous. Some of the nervousness stemmed from concerns that I was putting the PMs in an awkward...relation with decreasing numbers of graduates with science, technology, engineering and mathematics ( STEM ) degrees. And, while all this happened...is developing people with backgrounds in STEM . Approximately 45 percent of the federal government’s scientists and engineers work in the DoD, which

The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago's Southside1

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Mardis, Kristy L.; Sanders, Nicolette; Little, Angela

2017-09-01

Ensuring that all students who want to pursue degrees and careers in science can do so is an important goal of a number of undergraduate STEM equity programs throughout the United States. Many of these programs, which promote diversity and the importance of diversity in science, directly address the 2012 PCAST report, which notes that "1 million additional STEM Professionals will be needed within the next decade" and "women and members of minority groups now constitute approximately 70% of college students, but earn only 45 percent of STEM degrees." The PCAST report also indicates that these students "leave STEM majors at higher rates than others and offer an expanding pool of untapped talent." Many of these programs recognize that it is important to provide students with a variety of support: financial, mentoring, research-based instruction, cohort development, and specific activities tailored to target population strengths and needs.

Encouraging Realistic Expectations in STEM Students: Paradoxical Effects of a Motivational Intervention

PubMed Central

Hall, Nathan C.; Sverdlik, Anna

2016-01-01

College students in STEM (science, technology, engineering, mathematics) disciplines are increasingly faced with highly competitive and demanding degree programs and are at risk of academic overconfidence. Following from theory and research highlighting the psychological and developmental risks of unrealistic expectations, the present exploratory study evaluated the longitudinal effects of a motivational intervention encouraging college students in STEM degree programs (N = 52) to consider the importance of downgrading one’s expectations in response to academic setbacks. Contrary to study hypotheses, the results showed intervention participants to report significantly higher expectations and optimism on post-test measures administered 4 months later, no significant gains in emotional well-being or achievement goal orientations, and lower GPAs over five subsequent semesters. These paradoxical effects underscore the need for additional larger-scale research on the nature of students’ responses to potentially ego-threatening motivational programs in STEM disciplines so as to minimize achievement deficits at the expense of preserving motivational resources. PMID:27507955

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to participate in interactive real-world science scenarios. Success of this partnership is measured by the enhancement of student interest in STEM sciences and learning skills for each child.

Stem Rust Resistance in a Geographically Diverse Collection of Spring Wheat Lines Collected from Across Africa

PubMed Central

Prins, Renée; Dreisigacker, Susanne; Pretorius, Zakkie; van Schalkwyk, Hester; Wessels, Elsabet; Smit, Corneli; Bender, Cornel; Singh, Davinder; Boyd, Lesley A.

2016-01-01

Following the emergence of the Ug99 lineage of Puccinia graminis f. sp. tritici (Pgt) a collective international effort has been undertaken to identify new sources of wheat stem rust resistance effective against these races. Analyses were undertaken in a collection of wheat genotypes gathered from across Africa to identify stem rust resistance effective against the Pgt races found in Eastern and Southern Africa. The African wheat collection consisted of historic genotypes collected in Kenya, South Africa, Ethiopia, Sudan, Zambia, Morocco, and Tunisia, and current South African breeding lines. Both Bayesian cluster and principal coordinate analyses placed the wheat lines from Sudan in a distinct group, but indicated a degree of genetic relatedness among the other wheat lines despite originating from countries across Africa. Seedling screens with Pgt race PTKST, pedigree information and marker haplotype analysis confirmed the presence of Sr2, Sr36, Sr24, Sr31, and Lr34/Yr18/Sr57 in a number of the lines. A genome-wide association study (GWAS) undertaken with Diversiry Arrays Technology (DArT) and stem rust (Sr) gene associated markers and Stem Area Infected (SAI) and Reaction Type (RT) field phenotypes, collected from trials carried out across two seasons in Kenya in 2009 and in South Africa in 2011, identified 29 marker-trait associations (MTA). Three MTA were in common between SAI and RT, with the biggest effect MTA being found on chromosome 6AS. Two wheat lines, W1406 and W6979 that exhibited high levels of adult plant stem rust resistance were selected to generate bi-parental mapping populations. Only the MTA on chromosomes 6AS and 3BS, and the locus Lr34/Yr18/Sr57 were confirmed following QTL mapping. Additional stem rust resistance QTL, not detected by the GWAS, were found on chromosomes 2BS, 2DL, 3DL, and 4D. PMID:27462322

A Case Study of an Academia-Industry Partnership to Meet the Education and Training Needs in a Science, Technology, Engineering & Mathematics (STEM) Field

ERIC Educational Resources Information Center

Richardson, Joseph Carl

2013-01-01

The purpose of this case study is to provide a description of the characteristics of an academia-industry partnership that works together with industry to meet the education and training needs in a Science, Technology, Engineering, and Mathematics (STEM) field. After the launch of Sputnik in 1957, U.S. pursued efforts to compete in STEM fields on…

Adult Mammalian Neural Stem Cells and Neurogenesis: Five Decades Later

PubMed Central

Bond, Allison M.; Ming, Guo-li; Song, Hongjun

2015-01-01

Summary Adult somatic stem cells in various organs maintain homeostatic tissue regeneration and enhance plasticity. Since its initial discovery five decades ago, investigations of adult neurogenesis and neural stem cells have led to an established and expanding field that has significantly influenced many facets of neuroscience, developmental biology and regenerative medicine. Here we review recent progress and focus on questions related to adult mammalian neural stem cells that also apply to other somatic stem cells. We further discuss emerging topics that are guiding the field toward better understanding adult neural stem cells and ultimately applying these principles to improve human health. PMID:26431181

Farming system and wheat cultivar affect infestation of, and parasitism on, Cephus cinctus in the Northern Great Plains.

PubMed

Adhikari, Subodh; Seipel, Tim; Menalled, Fabian D; Weaver, David K

2018-03-26

Cephus cinctus infestation causes $350 million in annual losses in the Northern Great Plains. We compared infestation and parasitism of C. cinctus in spring (including Kamut; Triticum turgidum ssp. turanicum) and winter wheat cultivars grown in organic and conventional fields in Montana, USA. In the greenhouse, we compared C. cinctus preference and survival in Kamut, Gunnison, and Reeder spring wheat cultivars. Stems cut by C. cinctus varied by farming system and the seasonality of the wheat crop. No stems of Kamut in organic fields were cut by C. cinctus, but 1.5% [±0.35% standard error (SE)] of stems in conventional spring wheat, 5% (±0.70% SE) of stems in organic winter wheat, and 20% (±0.93% SE) of stems in conventional winter wheat fields were cut by C. cinctus. More larvae of C. cinctus were parasitized in organic (27 ± 0.03% SE) compared with conventional (5 ± 0.01% SE) winter wheat fields. Cephus cinctus oviposition, survival, and the number of stems cut were lowest in Kamut compared with Gunnison and Reeder. Cephus cinctus infestation was more common in winter wheat than in spring wheat. Organic fields with fewer cut stems also supported more parasitoids. Kamut is a genetic resource for developing C. cinctus-resistant cultivars. © 2018 Society of Chemical Industry. © 2018 Society of Chemical Industry.

The Need for an Effective Collaboration across Science, Technology, Engineering & Mathematics (STEM) Fields for a Meaningful Technological Development in Nigeria

ERIC Educational Resources Information Center

Haruna, Umar Ibrahim

2015-01-01

Collaboration plays a major role in interdisciplinary activities among Science, Technology, Engineering & Mathematics (STEM) disciplines or fields. It also affects the relationships among cluster members on the management team. Although effective collaboration does not guarantee success among STEM disciplines, its absence usually assures…

Insights into Implementing Research Collaborations between Research-Intensive Universities and Minority-Serving Institutions

ERIC Educational Resources Information Center

Thao, Mao; Lawrenz, Frances; Brakke, Mary; Sherman, Jamie; Matute, Martin

2016-01-01

With the high demand to build the science, technology, engineering, and mathematics (STEM) workforce and the disparity of underrepresented minorities in STEM fields, there have been increased educational efforts to diversify STEM fields. This article describes what works in research collaborations between research-intensive universities (RIUs) and…

STEM Specialty Programs: A Pathway for Under-Represented Students into STEM Fields

ERIC Educational Resources Information Center

Alvarez, Charles Alex; Edwards, Douglas; Harris, Bonnie

2010-01-01

Addressing the under-representation of women, minorities, and persons with disabilities in science, technology, engineering, and mathematics (STEM) fields has been an initiative of the U.S. Congress for the past 30 years, but the challenge still remains unresolved. The National Science Foundation (NSF) and the Congressional Committee on Equal…

Exploring Student Persistence in STEM Programs: A Motivational Model

ERIC Educational Resources Information Center

Simon, Rebecca A.; Aulls, Mark W.; Dedic, Helena; Hubbard, Kyle; Hall, Nathan C.

2015-01-01

To address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students…

NASA Education Communication Strategy

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2008

2008-01-01

For the past 15 years, the number of American college students earning science, technology, engineering, and mathematics (STEM) degrees has continued to decrease. By 2010, it is projected the national demand for STEM employees will rise by 10 percent. The Education Communication Strategy identifies the steps National Aeronautics and Space…

Unstable identity compatibility: how gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields.

PubMed

Ahlqvist, Sheana; London, Bonita; Rosenthal, Lisa

2013-09-01

Although the perceived compatibility between one's gender and science, technology, engineering, and mathematics (STEM) identities (gender-STEM compatibility) has been linked to women's success in STEM fields, no work to date has examined how the stability of identity over time contributes to subjective and objective STEM success. In the present study, 146 undergraduate female STEM majors rated their gender-STEM compatibility weekly during their freshman spring semester. STEM women higher in gender rejection sensitivity, or gender RS, a social-cognitive measure assessing the tendency to perceive social-identity threat, experienced larger fluctuations in gender-STEM compatibility across their second semester of college. Fluctuations in compatibility predicted impaired outcomes the following school year, including lower STEM engagement and lower academic performance in STEM (but not non-STEM) classes, and significantly mediated the relationship between gender RS and STEM engagement and achievement in the 2nd year of college. The week-to-week changes in gender-STEM compatibility occurred in response to negative academic (but not social) experiences.

Curvature in Arabidopsis inflorescence stems is limited to the region of amyloplast displacement

NASA Technical Reports Server (NTRS)

Weise, S. E.; Kuznetsov, O. A.; Hasenstein, K. H.; Kiss, J. Z.

2000-01-01

Gravitropic sensing in stems and stem-like organs is hypothesized to occur in the endodermis. However, since the endodermis runs the entire length of the stem, the precise site of gravisensing has been difficult to define. In this investigation of gravisensitivity in inflorescence stems of Arabidopsis, we positioned stems in a high gradient magnetic field (HGMF) on a rotating clinostat. Approximately 40% of the young, wild-type (WT) inflorescences, for all positions tested, curved toward the HGMF in the vicinity of the stem exposed to the field. In contrast, when the wedge was placed in the basal region of older inflorescence stems, no curvature was observed. As a control, the HGMF was applied to a starchless mutant, and 5% of the stems curved toward the field. Microscopy of the endodermis in the WT showed amyloplast displacement in the vicinity of the HGMF. Additional structural studies demonstrated that the basal region of WT stems experienced amyloplast displacement and, therefore, suggest this region is capable of gravity perception. However, increased lignification likely prevented curvature in the basal region. The lack of apical curvature after basal amyloplast displacement indicates that gravity perception in the base is not transmitted to the apex. Thus, these results provide evidence that the signal (and thus, response) resulting from perception in Arabidopsis inflorescence stems is spatially restricted.

The creation and validation of an instrument to measure school STEM Culture

NASA Astrophysics Data System (ADS)

White, Christopher

Although current research exists on school culture, there is a gap in the literature on specialized aspects of culture such as STEM Culture defined as the beliefs, values, practices, resources, and challenges in STEM fields (Science, Technology, Engineering and Mathematics) within a school. The objective of this study was to create a valid and reliable instrument, the STEM Culture Assessment Tool (STEM-CAT), that measures this cultural aspect based on a survey of stakeholder groups within the school community and use empirical data to support the use of this instrument to measure STEM Culture. Items were created and face validity was determined through a focus group and expert review before a pilot study was conducted to determine reliability of the items. Once items were determined reliable, the survey was given to eight high schools and results were correlated to the percentage of seniors who self-reported whether they intend to pursue STEM fields upon graduation. The results of this study indicate further need for research to determine how the STEM-CAT correlates to STEM culture due to some inconsistencies with the dependent variable in this study. Future research could be done correlating the results of the STEM-CAT with participation in Advanced Placement science and mathematics, SAT/ACT scores in science and mathematics or the number of students who actually pursue STEM fields rather than a prediction halfway through the 12th grade.

Pathways to Excellence Scholarship Program for women in STEM fields

NASA Astrophysics Data System (ADS)

di Rienzi, Joseph

2013-03-01

Notre Dame of Maryland University (NDMU) has an NSF S-STEM grant, Pathways to Excellence, that gives 10 scholarships annually to academically talented women undergraduates with demonstrated financial need who are pursuing degrees in mathematics, physics, computer information systems, or engineering. NDMU has been cited (Whitten, et al. (2007)) as providing a female friendly environment for the study of physics. In this program we are using a tri-part mentoring system involving a faculty member in the student's discipline, a peer mentor from the program and an external alumnae mentor. The program also has a thematic seminar course for the scholars. Each student in the program is tasked to construct a career development plan in assistance with her faculty mentor and set measured annual goals. In addition, all scholarship students are requested to have an experiential experience. As a result, NDMU aims to strengthen its role in increasing the numbers of well-educated and skilled women employees from diverse backgrounds, including mostly first-generation college students, in technical and scientific areas. Early assessment of the success of the program will be presented as well as modifications that resulted from the formative evaluation. This program is funded by a National Science Foundation S-STEM grant which is not responsible for its content.

Nanotechnology in the regulation of stem cell behavior

NASA Astrophysics Data System (ADS)

Wu, King-Chuen; Tseng, Ching-Li; Wu, Chi-Chang; Kao, Feng-Chen; Tu, Yuan-Kun; So, Edmund C.; Wang, Yang-Kao

2013-10-01

Stem cells are known for their potential to repair damaged tissues. The adhesion, growth and differentiation of stem cells are likely controlled by the surrounding microenvironment which contains both chemical and physical cues. Physical cues in the microenvironment, for example, nanotopography, were shown to play important roles in stem cell fate decisions. Thus, controlling stem cell behavior by nanoscale topography has become an important issue in stem cell biology. Nanotechnology has emerged as a new exciting field and research from this field has greatly advanced. Nanotechnology allows the manipulation of sophisticated surfaces/scaffolds which can mimic the cellular environment for regulating cellular behaviors. Thus, we summarize recent studies on nanotechnology with applications to stem cell biology, including the regulation of stem cell adhesion, growth, differentiation, tracking and imaging. Understanding the interactions of nanomaterials with stem cells may provide the knowledge to apply to cell-scaffold combinations in tissue engineering and regenerative medicine.

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…

Preparing Women for Leadership Roles in STEM: The HERS Institutes

NASA Astrophysics Data System (ADS)

Straub, K. H.

2016-12-01

While women's representation in higher education has increased at the undergraduate and graduate levels, female voices remain in the minority in upper administrative positions, particularly in STEM fields. The HERS Institutes prepare women faculty and administrators for leadership roles through either residential (2 week, summer) or mixed on-site and online (academic year) programs. Topics addressed through the HERS curriculum include managing and leading change, the financial environment of higher education, diversity and inclusion, career mapping, fundraising, the legal landscape, institutional budgeting, negotiation, search essentials, conflict management, and much more. Female experts in each field lead interactive sessions and discussions, and are available for one-on-one conversations during breaks and meals. Through a grant from the Henry Luce Foundation, HERS has created opportunities for women in STEM fields to receive scholarships to the Institutes through the Claire Booth Luce (CBL) Program. In addition, the Institutes now support a larger cohort of STEM participants through targeted programming and networking events. Of the 64 participants in the 2016 Bryn Mawr Institute, 21 women were from STEM fields. These women participated in additional programs and expert-led discussions including "The Future of Research in Higher Education," "Supporting Careers of Women in STEM," and "Inclusive Excellence in STEM." An additional component of the CBL Program is the creation of a HERS STEM Community to enhance networking, mentoring, information sharing, and opportunities for gathering at professional conferences among HERS alumnae.

Gendered transitions to adulthood by college field of study in the United States.

PubMed

Han, Siqi; Tumin, Dmitry; Qian, Zhenchao

2016-01-01

Field of study may influence the timing of transitions to the labor market, marriage, and parenthood among college graduates. Research to date has yet to study how field of study is associated with the interweaving of these transitions in the USA. The current study examines gendered influences of college field of study on transitions to a series of adult roles, including full-time work, marriage, and parenthood. We use Cox proportional hazards models and multinomial logistic regression to examine gendered associations between field of study and the three transitions among college graduates of the NLSY97 (National Longitudinal Survey of Youth) cohort. Men majoring in STEM achieve early transitions to full-time work, marriage, and parenthood; women majoring in STEM show no significant advantage in finding full-time work and delayed marriage and childbearing; women in business have earlier transitions to full-time work and marriage than women in other fields, demonstrating an advantage similar to that of men in STEM. The contrast between men and women in STEM shows that transition to adulthood remains gendered; the contrast between women in STEM and women in business illustrates that a prestigious career may not necessarily delay family formation.

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…

Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive

ERIC Educational Resources Information Center

Bangera, Gita; Brownell, Sara E.

2014-01-01

Current approaches to improving diversity in scientific research focus on graduating more science, technology, engineering, and mathematics (STEM) majors, but graduation with a STEM undergraduate degree alone is not sufficient for entry into graduate school. Undergraduate independent research experiences are becoming more or less a prerequisite…

Community Colleges Giving Students a Framework for STEM Careers

ERIC Educational Resources Information Center

Musante, Susan

2012-01-01

Over the coming decade, America will need one million more science, technology, engineering, and mathematics (STEM) professionals than was originally projected. This is the conclusion of a February 2012 report, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics".…

Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities

ERIC Educational Resources Information Center

Bellman, Scott; Burgstahler, Sheryl; Hinke, Penny

2015-01-01

Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at…

Translating University Biosensor Research to a High School Laboratory Experience

ERIC Educational Resources Information Center

Heldt, Caryn L.; Bank, Alex; Turpeinen, Dylan; King, Julia A.

2016-01-01

The need to increase science, technology, engineering, and mathematics (STEM) graduates is great. To interest more students into STEM degrees, we made our graphene biosensor research portable, inexpensive, and safe to demonstrate technology development to high school students. The students increased their knowledge of biosensors and proteins, and…

Perfectionism Moderates Stereotype Threat Effects on STEM Majors' Academic Performance

ERIC Educational Resources Information Center

Rice, Kenneth G.; Lopez, Frederick G.; Richardson, Clarissa M. E.; Stinson, Jennifer M.

2013-01-01

Using a randomized, between-subjects experimental design, we tested hypotheses that self-critical perfectionism would moderate the effects of subtle stereotype threat (ST) for women and students in underrepresented racial/ethnic groups who are pursuing traditional degrees in science, technology, engineering, or math (STEM). A diverse sample of…

Mathematics, Engineering Science Achievement (MESA). Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

Growing Science, Technology, Education, and Mathematics (STEM) talent Washington MESA--Mathematics Engineering Science Achievement--helps under-represented community college students excel in school and ultimately earn STEM bachelor's degrees. MESA has two key programs: one for K-12 students, and the other for community and technical college…

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".…

Factors motivating Cambodian American students to go to college and to study STEM fields

NASA Astrophysics Data System (ADS)

Sann, Visna

Cambodian Americans graduate from college at a lower rate than most Asian American groups. This qualitative study involved interviewing five current Cambodian American college students. This study examined how participants' high school experiences contributed to their decisions to go to college and to study STEM fields, how parental influences guided participants to college, and how college experiences influenced their decisions to stay and succeed in STEM fields. Findings from this study suggest: having supportive teachers in high school may have been important in motivating participants to go to college and to study STEM Fields, Cambodian parents tell stories of their lives in Cambodia to motivate their children to go to college, and Cambodian club on campus was a socially and academically supportive place.

High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wei, Xin; Yu, Jennifer; Shattuck, Paul; Blackorby, Jose

2017-01-01

Previous studies suggest that individuals with an Autism Spectrum Disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influenced the STEM pipeline between high school and…

High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; Blackorby, Jose

2017-01-01

Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and…

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…

A qualitative study of motivation in Alaska Native Science and Engineering Program (ANSEP) precollege students

NASA Astrophysics Data System (ADS)

Yatchmeneff, Michele

The dramatic underrepresentation of Alaska Natives in science, technology, engineering and mathematics (STEM) degrees and professions calls for rigorous research in how students access these fields. Research has shown that students who complete advanced mathematics and science courses while in high school are more academically prepared to pursue and succeed in STEM degree programs and professions. There is limited research on what motivates precollege students to become more academically prepared before they graduate from high school. In Alaska, Alaska Native precollege students regularly underperform on required State of Alaska mathematics and science exams when compared to non-Alaska Native students. Research also suggests that different things may motivate Alaska Native students than racial majority students. Therefore there is a need to better understand what motivates Alaska Native students to take and successfully complete advanced mathematics and science courses while in high school so that they are academically prepared to pursue and succeed in STEM degrees and professions. The Alaska Native Science & Engineering Program (ANSEP) is a longitudinal STEM educational enrichment program that works with Alaska Native students starting in middle school through doctoral degrees and further professional endeavors. Research suggests that Alaska Native students participating in ANSEP are completing STEM degrees at higher rates than before the program was available. ANSEP appears to be unique due to its longitudinal approach and the large numbers of Alaska Native precollege, university, and graduate students it supports. ANSEP provides precollege students with opportunities to take advanced high school and college-level mathematics and science courses and complete STEM related projects. Students work and live together on campus during the program components. Student outcome data suggests that ANSEP has been successful at motivating precollege participants to successfully complete advanced high school and college-level mathematics and science courses prior to high school graduation. This study was designed to examine the motivations of Alaska Native high school students who participated in the ANSEP Precollege components to take advanced mathematics and science courses in high school or before college. Participants were 30 high school or college students, 25 of whom were Alaska Native, who were currently attending or had attended Alaska Native Science & Engineering Program (ANSEP) Precollege components in high school. Self-determination theory was used as this study's theoretical framework to develop the semi-structured interview questions and also analyze the interviews. A thematic approach was used to analyze the interviews. The results of this study indicated that ANSEP helped the Alaska Native high school students gain a sense of autonomy, competence, and relatedness in order to be motivated to take advanced mathematics and science courses in high school or before college. In particular, Alaska Native high school students described that relatedness was an important element to them being motivated to take advanced mathematics and science courses. More specifically, participants reported that the Alaska Native community developed at the ANSEP Building and the relationships they developed with their Alaska Native high school peers and staff played an influential role in the motivation of these students. These findings are important because research suggests that autonomy and competence are more important elements than relatedness because they generate or maintain intrinsic motivation. Alaska Native high school students reported that ANSEP was more successful in helping them gain a sense of competence and relatedness than at helping them gain a sense of autonomy. More specifically, the reason the participants did not feel ANSEP developed their sense of autonomy was because ANSEP restricted their actions during the ANSEP Precollege study sessions. My study implies that Alaska Native students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. Educators and STEM program leaders should incorporate elements of belonging into the educational environments they develop for their Alaska Native students. Future research should be conducted to determine if other racial minority students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. My study also indicated that Alaska Native students were motivated to take advanced mathematics and science courses by knowing ANSEP would support them in future programming because of its longitudinal approach. Funding agencies of STEM programs should consider funding programs that provide a longitudinal approach to help Alaska Native students' sense of competence grow. Future research should include studying other STEM programs to determine if they are motivating their students to take and succeed in advanced mathematics and science courses.

Korean Students' Attitudes toward STEM Project-Based Learning and Major Selection

ERIC Educational Resources Information Center

Han, Sunyoung

2017-01-01

The trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the…

Stem Cell Differentiation Stage Factors and Their Role in Triggering Symmetry Breaking Processes during Cancer Development: A Quantum Field Theory Model for Reprogramming Cancer Cells to Healthy Phenotypes.

PubMed

Biava, Pier Mario; Burigana, Fabio; Germano, Roberto; Kurian, Philip; Verzegnassi, Claudio; Vitiello, Giuseppe

2017-09-20

A long history of research has pursued the use of embryonic factors isolated during cell differentiation processes for the express purpose of transforming cancer cells back to healthy phenotypes. Recent results have clarified that the substances present at different stages of cell differentiation-which we call stem cell differentiation stage factors (SCDSFs)-are proteins with low molecular weight and nucleic acids that regulate genomic expression. The present review summarizes how these substances, taken at different stages of cellular maturation, are able to retard proliferation of many human tumor cell lines and thereby reprogram cancer cells to healthy phenotypes. The model presented here is a quantum field theory (QFT) model in which SCDSFs are able to trigger symmetry breaking processes during cancer development. These symmetry breaking processes, which lie at the root of many phenomena in elementary particle physics and condensed matter physics, govern the phase transitions of totipotent cells to higher degrees of diversity and order, resulting in cell differentiation. In cancers, which share many genomic and metabolic similarities with embryonic stem cells, stimulated re-differentiation often signifies the phenotypic reversion back to health and non-proliferation. In addition to acting on key components of the cellular cycle, SCDSFs are able to reprogram cancer cells by delicately influencing the cancer microenvironment, modulating the electrochemistry and thus the collective electrodynamic behaviors between dipole networks in biomacromolecules and the interstitial water field. Coherent effects in biological water, which are derived from a dissipative QFT framework, may offer new diagnostic and therapeutic targets at a systemic level, before tumor instantiation occurs in specific tissues or organs. Thus, by including the environment as an essential component of our model, we may push the prevailing paradigm of mutation-driven oncogenesis toward a closer description of reality. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

NASA Astrophysics Data System (ADS)

Keane, C. M.; Houlton, H. R.

2017-12-01

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this approach mimics successful efforts in other STEM fields and where it aligns with both ongoing evolution in professional geoscience employment and broader trends in STEM career management.

An Adult Mouse Thyroid Side Population Cell Line that Exhibits Enriched Epithelial–Mesenchymal Transition

PubMed Central

Murata, Tsubasa; Iwadate, Manabu; Takizawa, Yoshinori; Miyakoshi, Masaaki; Hayase, Suguru; Yang, Wenjing; Cai, Yan; Yokoyama, Shigetoshi; Nagashima, Kunio; Wakabayashi, Yoshiyuki; Zhu, Jun

2017-01-01

Background: Studies of thyroid stem/progenitor cells have been hampered due to the small organ size and lack of tissue, which limits the yield of these cells. A continuous source that allows the study and characterization of thyroid stem/progenitor cells is desired to push the field forward. Method: A cell line was established from Hoechst-resistant side population cells derived from mouse thyroid that were previously shown to contain stem/progenitor-like cells. Characterization of these cells were carried out by using in vitro two- and three-dimensional cultures and in vivo reconstitution of mice after orthotopic or intravenous injection, in conjunction with quantitative reverse transcription polymerase chain reaction, Western blotting, immunohisto(cyto)chemistry/immunofluorescence, and RNA seq analysis. Results: These cells were named SPTL (side population cell-derived thyroid cell line). Under low serum culturing conditions, SPTL cells expressed the thyroid differentiation marker NKX2-1, a transcription factor critical for thyroid differentiation and function, while no expression of other thyroid differentiation marker genes were observed. SPTL cells formed follicle-like structures in Matrigel® cultures, which did not express thyroid differentiation marker genes. In mouse models of orthotopic and intravenous injection, the latter following partial thyroidectomy, a few SPTL cells were found in part of the follicles, most of which expressed NKX2-1. SPTL cells highly express genes involved in epithelial–mesenchymal transition, as demonstrated by RNA seq analysis, and exhibit a gene-expression pattern similar to anaplastic thyroid carcinoma. Conclusion: These results demonstrate that SPTL cells have the capacity to differentiate into thyroid to a limited degree. SPTL cells may provide an excellent tool to study stem cells, including cancer stem cells of the thyroid. PMID:28125936

Women of science, technology, engineering, and mathematics: A qualitative exploration into factors of success

NASA Astrophysics Data System (ADS)

Olund, Jeanine K.

Although the number of women entering science, technology, engineering, and mathematics (STEM) disciplines has increased in recent years, overall there are still more men than women completing four-year degrees in these fields, especially in physics, engineering, and computer science. At higher levels of education and within the workplace, the number of women declines even further and the attrition rate is high. Studies to explain this phenomenon abound and remedial action has been taken in many institutions. Nonetheless, the problem remains. There are women who have entered this environment, however, who are not only surviving but thriving. Through the lens of positive scholarship, this qualitative study explores characteristics of twelve high-achieving women of STEM to discover if there are common factors that have contributed to their success. The data show that successful women of STEM are enterprising, relational, self-aware, and have a positive perspective. These results suggest that the four factors, particularly through their juxtaposition, are foundational to the success of STEM women within the current culture of science. Furthermore, the behaviors, responses, and values of these women have likely contributed to systemic changes within their immediate environments and perhaps even beyond. Research has shown that positive behaviors and values can be adopted by others and integrated deeply into their psyches. Therefore, the women of this study, and others like them, could serve as role models for colleagues and peers to support the development of these factors of success in others. Women, and men, of STEM may thereby learn new ways to approach difficulties, to create new avenues for success, and to bring forth positive change within themselves and their environments.

Stimulation of the follicular bulge LGR5+ and LGR6+ stem cells with the gut-derived human alpha defensin 5 results in decreased bacterial presence, enhanced wound healing, and hair growth from tissues devoid of adnexal structures.

PubMed

Lough, Denver; Dai, Hui; Yang, Mei; Reichensperger, Joel; Cox, Lisa; Harrison, Carrie; Neumeister, Michael W

2013-11-01

Discovery of leucine-rich repeat-containing G-protein-coupled receptors 5 and 6 (LGR5 and LGR6) as markers of adult epithelial stem cells of the skin and intestine permits researchers to draw on the intrinsic cellular fundamentals of wound healing and proliferation dynamics of epithelial surfaces. In this study, the authors use the intestine-derived human alpha defensin 5 to stimulate epithelial proliferation, bacterial reduction, and hair production in burn wound beds to provide the field with initial insight on augmenting wound healing in tissues devoid of adnexal stem cells. Murine third-degree burn wound beds were treated with (1) intestine-derived human alpha defensin 5, (2) skin-derived human beta defensin 1, and (3) sulfadiazine to determine their roles in wound healing, bacterial reduction, and hair growth. The human alpha defensin 5 peptide significantly enhanced wound healing and reduced basal bacterial load compared with human beta defensin 1 and sulfadiazine. Human alpha defensin 5 was the only therapy to induce LGR stem cell migration into the wound bed. In addition, gene heat mapping showed significant mRNA up-regulation of key wound healing and Wnt pathway transcripts such as Wnt1 and Wisp1. Ex vivo studies showed enhanced cell migration in human alpha defensin 5-treated wounds compared with controls. Application of human alpha defensin 5 increases LGR stem cell migration into wound beds, leading to enhanced healing, bacterial reduction, and hair production through the augmentation of key Wnt and wound healing transcripts. These findings can be used to derive gut protein-based therapeutics in wound healing.

Using stem cell biology to study and treat ophthalmologic and oculoplastic diseases

PubMed Central

Wu, Albert Y.; Daniel, Michael G.

2017-01-01

With the rapid growth of the stem cell biology field, the prospect of regenerative medicine across multiple tissue types comes closer to reality. Several groundbreaking steps paved the way for applying stem cell biology to the several subfields within ophthalmology and oculoplastic surgery. These steps include the use of stem cell transplants as well as studies of various ophthalmologic pathologies at the molecular level. The necessity of stem cell transplant is readily apparent, having already been used for several studies such as artificial lacrimal gland design and eyelid reconstruction. Investigating the stem cell biology behind oncological diseases of the eye has also developed recently, such as with the identification of specific markers to label cancer stem cells in orbital adenoid cystic carcinoma. The advent of induced pluripotent stem cells led to a burst of productivity in the field of regenerative medicine, making it possible to take a patient's own cells, reprogram them, and use them to either study patient-specific pathology in vitro or use them for eventual patient specific therapeutics. Patient-specific adipose-derived stem cells (ASCs) have been used for a variety of treatments, such as wound healing and burn therapies. As the fields of stem cell biology and regenerative medicine continue to progress, its use will become a mainstay of patient-specific cell therapies in the future. PMID:29018761

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in Earth system science. Through a three-phase structure of activities, the program addresses major barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S participants report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. As of August 2012, 189 students have participated in the program. 60 of those students are currently enrolled in a PhD. program. Another 35 have completed their PhD and are actively engaged in the ESS workforce.

FireStem2D – A Two-Dimensional Heat Transfer Model for Simulating Tree Stem Injury in Fires

PubMed Central

Chatziefstratiou, Efthalia K.; Bohrer, Gil; Bova, Anthony S.; Subramanian, Ravishankar; Frasson, Renato P. M.; Scherzer, Amy; Butler, Bret W.; Dickinson, Matthew B.

2013-01-01

FireStem2D, a software tool for predicting tree stem heating and injury in forest fires, is a physically-based, two-dimensional model of stem thermodynamics that results from heating at the bark surface. It builds on an earlier one-dimensional model (FireStem) and provides improved capabilities for predicting fire-induced mortality and injury before a fire occurs by resolving stem moisture loss, temperatures through the stem, degree of bark charring, and necrotic depth around the stem. We present the results of numerical parameterization and model evaluation experiments for FireStem2D that simulate laboratory stem-heating experiments of 52 tree sections from 25 trees. We also conducted a set of virtual sensitivity analysis experiments to test the effects of unevenness of heating around the stem and with aboveground height using data from two studies: a low-intensity surface fire and a more intense crown fire. The model allows for improved understanding and prediction of the effects of wildland fire on injury and mortality of trees of different species and sizes. PMID:23894599

'Agglutination and flocculation' of stem cells collected by apheresis due to cryofibrinogen.

PubMed

Siegenthaler, M A; Vu, D-H; Ebnöther, M; Ketterer, N; Luthi, F; Schmid, P; Bargetzi, M; Gasparini, D; Tissot, J-D

2004-04-01

Collection of peripheral stem cells by apheresis is a well-described process. Here, investigations concerning 'agglutination and flocculation' of stem cells collected from two patients are described. In both cases, cryoproteins were observed and cryofibrinogen was identified using high-resolution two-dimensional electrophoresis. In one case, peripheral stem cells were collected after a second course of mobilization, and the cells were immediately washed at 37 degrees C before being frozen, allowing their use, despite the presence of cryofibrinogen. In the other case, 'agglutination' was reversed by warming the bag, and plasma was removed before freezing.

A Research about the Placement of the Top Thousand Students in STEM Fields in Turkey between 2000 and 2014

ERIC Educational Resources Information Center

Akgunduz, Devrim

2016-01-01

STEM (Science, Technology, Engineering and Mathematics), one of the mostly emphasized concepts in the world, is a paradigm that creates interdisciplinary learning and provides achievement of the outcomes of science, mathematics, engineering and technology while doing this. This research was carried out to investigate the STEM fields' placement of…

The Threat of Sexism in a STEM Educational Setting: The Moderating Impacts of Ethnicity and Legitimacy Beliefs on Test Performance

ERIC Educational Resources Information Center

O'Brien, Laurie T.; Garcia, Donna M.; Adams, Glenn; Villalobos, J. Guillermo; Hammer, Elliott; Gilbert, Patricia

2015-01-01

Social identity threat has negative consequences for women in science, technology, engineering, and mathematics (STEM) fields. The present study examined whether legitimacy beliefs--beliefs that status differences between men and women in STEM fields are fair--put women at risk for experiencing social identity threat and poorer performance on a…

Early Urban Field Experiences for Prospective Teachers: A Case Study of Multicultural Field Placements through a University-Based Preservice STEM Teacher Program

ERIC Educational Resources Information Center

Segal, Eden H.

2011-01-01

Educational and political leaders have expressed concern about racial and ethnic disparities in students' readiness for postsecondary study and careers in science, technology, engineering, and mathematics (STEM). A lack of preparedness of STEM teachers in high-need urban districts, which serve predominantly low-income minority students, is often…

STEM Education: Attracting and Retaining Female Students in Secondary STEM Programs

ERIC Educational Resources Information Center

Ruff, Zachary A.

2017-01-01

This narrative case study examines a high achieving STEM based high school and its ability to attract, retains, and engage female students. Given the recent importance placed on STEM graduates and STEM careers it is important for schools to understand how they can engage traditionally underserved minorities in STEM fields. The research used a…

The successful implementation of STEM initiatives in lower income schools

NASA Astrophysics Data System (ADS)

Bakshi, Leena

The purpose of this study was to examine the leadership strategies utilized by superintendents, district administrators and school principals and the impact of these identified strategies on implementing STEM initiatives specifically for lower-income students. This study set out to determine (a) What role does district leadership play in the implementation of STEM initiatives in lower income secondary schools; (b) What internal systems of accountability exist in successful lower income secondary schools' STEM programs; (c) What leadership strategies are used to implement STEM curriculum initiatives; (d) How do school and district leadership support staff in order to achieve student engagement in STEM Initiative curriculum. This study used a mixed-methods approach to determine the impact of leadership strategies utilized by superintendents, district administrators and school principals on implementing STEM initiatives. Quantitative data analyzed survey questionnaires to determine the degree of correlation between the school districts that have demonstrated the successful implementation of STEM initiatives at the school and district levels. Qualitative data was collected using highly structured participant interviews and purposeful sampling of four district superintendents, one district-level administrator and five school leaders to capture the key strategies in implementing STEM initiatives in lower income secondary schools. Through the process of triangulation, the results of the study revealed that superintendents and principals should consider the characteristics of effective STEM initiatives that have shown a considerable degree of correlation with positive outcomes for lower income students. These included the leadership strategies of personnel's making decisions about the district's and school's instructional direction and an emphasis on the conceptual development of scientific principles using the Next Generation Science Standards coupled with the Common Core State Standards across the grade levels. It also emphasized the importance of establishing community partnerships as a primary resource. This study highlighted the criteria district and school leadership should include in implementing STEM initiatives and designing professional development models that result in meaningful instructional practices of STEM curriculum for secondary lower income students. Overall, this study provides insight for superintendents, district leaders and school administrators that can play an integral role in implementing STEM initiatives with access for socioeconomically disadvantaged students.

Effects of electric fields on human mesenchymal stem cell behaviour and morphology using a novel multichannel device.

PubMed

Banks, T A; Luckman, P S B; Frith, J E; Cooper-White, J J

2015-06-01

The intrinsic piezoelectric nature of collagenous-rich tissues, such as bone and cartilage, can result in the production of small, endogenous electric fields (EFs) during applied mechanical stresses. In vivo, these EFs may influence cell migration, a vital component of wound healing. As a result, the application of small external EFs to bone fractures and cutaneous wounds is actively practiced clinically. Due to the significant regenerative potential of stem cells in bone and cartilage healing, and their potential role in the observed improved healing in vivo post applied EFs, using a novel medium throughput device, we investigated the impacts of physiological and aphysiological EFs on human bone marrow-derived mesenchymal stem cells (hBM-MSCs) for up to 15 hours. The applied EFs had significant impacts on hBM-MSC morphology and migration; cells displayed varying degrees of conversion to a highly elongated phenotype dependent on the EF strength, consistent perpendicular alignment to the EF vector, and definitive cathodal migration in response to EF strengths ≥0.5 V cm(-1), with the fastest migration speeds observed at between 1.7 and 3 V cm(-1). We observed variability in hBM-MSC donor-to-donor responses and overall tolerances to applied EFs. This study thus confirms hBM-MSCs are responsive to applied EFs, and their rate of migration towards the cathode is controllable depending on the EF strength, providing new insight into the physiology of hBM-MSCs and possibly a significant opportunity for the utilisation of EFs in directed scaffold colonisation in vitro for tissue engineering applications or in vivo post implantation.

Preventing a Leak: Two Perspectives on Creating Supportive Environment for Graduate Student Colleagues

NASA Astrophysics Data System (ADS)

Wohl, Ellen; Lininger, Katherine

2017-04-01

Debate continues about whether there exists a leaky pipeline for women in STEM fields within academia, as well as the causes of leaks - points in an individual's career where women are more likely than men to choose a non-academic pathway. Statistics on MS and PhD degrees awarded in STEM fields indicate that one of these leaks occurs during and immediately following graduate school. Here, we present two perspectives, that of a full professor and a graduate student, on how to create an environment in which geosciences graduate students can thrive psychologically and professionally. We recognize the challenges faced by many underrepresented groups, but here we focus specifically on gender diversity from the perspective of white women. From the perspective of a faculty advisor overseeing a research group, the goal is to treat each member of the group as an individual and to develop a mentoring relationship that most effectively fosters that individual's development as a scientist, while maintaining a cohesive, collegial group dynamic. Among the recommended ways to achieve this are: maintaining flexibility in the work schedule, with success evaluated by outcomes; consideration of work-life balance; respect for diverse approaches to problem solving; recognition that individuals can be most productive, satisfied, and engaged when their individual contributions are acknowledged and valued; and respect for different choices for a career path and for changes in those choices during graduate studies. From the perspective of a graduate student, it is important that an advisor demonstrates a clear commitment to treating each member of a research group as a valued individual with differing needs. In addition to the recommendations above for achieving a positive and supportive research group, as a graduate student it is useful to have multiple mentors and role models who have had different career tracks and can provide diverse perspectives and advice. Graduate students can also take it upon themselves to enhance retention of underrepresented groups in STEM through forming local support and networking groups or advocating for better institutional policies (e.g., paid parental leave policies for graduate students). Supporting and encouraging graduate students who undertake activities aimed at increasing diversity in STEM is another way that advisors can create a better working environment for their graduate students. Success for women in STEM fields and their retention over the long term can depend upon the experiences they have in graduate school and whether they believe it is possible to create a career path that works for their individual needs and work-life balance.

Understanding Middle School Students' Perceptions of Physics Using Girl-Friendly and Integrated STEM Strategies: A Gender Study

NASA Astrophysics Data System (ADS)

Dare, Emily Anna

According to the American Physical Society, women accounted for only 20% of bachelor's degrees in the fields of physics and engineering in 2010. This low percentage is likely related to young girls' K-12 education experiences, particularly their experiences prior to high school, during which time young women's perceptions of Science, Technology, Engineering, and Math (STEM) and STEM careers are formed (Catsambis, 1995; Maltese & Tai, 2011; National Research Council, 2012; Sadler, Sonnert, Hazari, & Tai, 2012; Tai, Liu, Maltese, & Fan, 2006; Scantlebury, 2014; Sikora & Pokropek, 2012). There are no significant gender differences in academic achievement in middle school, yet young women have less positive attitudes towards careers in science than their male peers (Catsambis, 1995; Scantlebury, 2014). This suggests that the low female representation in certain STEM fields is a result of not their abilities, but their perceptions; for fields like physics where negative perceptions persist (Haussler & Hoffman, 2002; Labudde, Herzog, Neuenschander, Violi, & Gerber, 2000), it is clear that middle school is a critical time to intervene. This study examines the perceptions of 6th grade middle school students regarding physics and physics-related careers. A theoretical framework based on the literature of girl-friendly and integrated STEM strategies (Baker & Leary, 1995; Halpern et al., 2007; Haussler & Hoffman, 2000, 2002; Labudde et al., 2000; Moore et al., 2014b; Newbill & Cennamo, 2008; Rosser, 2000; Yanowitz, 2004) guided this work to understand how these instructional strategies may influence student's perceptions of physics for both girls and boys. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions about physics and physics-related careers. This convergent parallel mixed-methods study uses a series of student surveys and focus group interviews to identify and understand these similarities and differences. Classroom observations also helped to identify what instructional strategies teachers used that influence student perceptions. Findings from this study indicate very few differences between the perceptions of physics and physics-related careers for 6th grade girls and boys. However, the differences that exist, though subtle, may indicate how K-12 science instruction could more positively influence girls' perceptions. For instance, while girls are just as interested in science class as their male counterparts, they are more motivated when a social context is included; this has implications for how they view physics-related careers. The findings of this study shed light on not only why fewer females pursue careers in physics, but also how K-12 science reform efforts might help to increase these numbers.

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

NASA Astrophysics Data System (ADS)

Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

Increasing College Students' Interest and Engagement in STEM: A Comparison of Strategies for Challenging STEM Stereotypes

NASA Astrophysics Data System (ADS)

Shin, Jiyun Elizabeth L.

Increasing science, technology, engineering, and mathematics (STEM) graduates has become an important part of the education agenda in the U.S. in recent years. Stereotypes about STEM (i.e., belief that STEM abilities are innate, and that European American men are best suited for STEM) have been identified as one of the critical factors that may contribute to low recruitment and retention of STEM students. Drawing from the literatures on biological essentialism and role models, this study compared different strategies for challenging STEM stereotypes among undergraduate students in STEM and non-STEM fields. STEM stereotypes were challenged directly with research articles that provided non-biological explanations for STEM success and interest (a strategy used in the essentialism research) and indirectly with biographies of successful STEM role models who are underrepresented in their field and who succeeded through hard work (a strategy used in the role model research). Contrary to the predictions, exposure to the role model biographies, research articles, or combination of both did not have statistically significant effects on participants' reported STEM interest and academic intentions. Possible explanations for the lack of significant findings as well as suggestions for developing effective interventions to promote STEM engagement among students are discussed.

The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School

NASA Astrophysics Data System (ADS)

Hare, LaChanda N.

Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females' perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and interview sessions consisted of 21 African-American females from two distinct groups: those enrolled in the school's STEM program (STEM) and those who were not enrolled in the STEM program (Non-STEM). The self-efficacy theory and social cognitive career theory served as the theoretical constructs guiding the data analysis. Multiple regression results showed that outcome expectation and personal disposition had the greatest influence on the females' interest in STEM content and STEM careers. Results from the qualitative portion of the study revealed that the learning environment and STEM self-efficacy had a significant impact on African-American females' interest in STEM.

To Educate Engineers or to Engineer Educators?: Exploring Access to Engineering Careers

ERIC Educational Resources Information Center

Eastman, Michael G.; Christman, Jeanne; Zion, George H.; Yerrick, Randy

2017-01-01

Although studies claim increases in underrepresented populations choosing STEM majors, barriers to retention, and higher education degree completion in STEM still exist. This study examined efforts of a prominent technical university to attract and retain urban high school graduates through a tuition scholarship program. We sought to determine the…

Engineering an Associate Degree-Level STEM Workforce Education Curriculum

ERIC Educational Resources Information Center

Selwitz, Jason L.; Ahring, Birgitte; Garcia-Perez, Manuel; Morrison, Judith

2018-01-01

Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the…

Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-Related Activities

ERIC Educational Resources Information Center

Weber, Katherine

2012-01-01

Today, more women than in the past obtain degrees in science and engineering. However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM). This study identifies whether the Engagement, Capacity, and Continuity (ECC) Trilogy could be utilized by teachers in technology and engineering program setting to…

Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study

ERIC Educational Resources Information Center

Rodd, Melissa; Reiss, Michael; Mujtaba, Tamjid

2014-01-01

This article offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year…

Focusing on Women in STEM: A Longitudinal Examination of Gender-Based Earning Gap of College Graduates

ERIC Educational Resources Information Center

Xu, Yonghong

2015-01-01

This study investigates the underrepresentation of women in science, technology, engineering, and mathematics (STEM) occupations from the aspect of earning differentials. Using a national data source that tracked college graduates' work experiences over a ten-year time frame post-bachelor's degree, this study examines longitudinally the…

Pathways to the Geosciences Summer High School Program: A Ten-Year Evaluation

ERIC Educational Resources Information Center

Carrick, Tina L.; Miller, Kate C.; Hagedorn, Eric A.; Smith-Konter, Bridget R.; Velasco, Aaron A.

2016-01-01

The high demand for scientists and engineers in the workforce means that there is a continuing need for more strategies to increase student completion in science, technology, engineering, and mathematics (STEM) majors. The challenge lies in finding and enacting effective strategies to increase students' completion of STEM degrees and in recruiting…

Age-related Deterioration of Hematopoietic Stem Cells.

PubMed

Kim, Mi Jung; Kim, Min Hwan; Kim, Seung Ah; Chang, Jae Suk

2008-11-01

Aging is the process of system deterioration over time in the whole body. Stem cells are self-renewing and therefore have been considered exempt from the aging process. Earlier studies by Hayflick showed that there is an intrinsic limit to the number of divisions that mammalian somatic cells can undergo, and cycling kinetics and ontogeny-related studies strongly suggest that even the most primitive stem cell functions exhibit a certain degree of aging. Despite these findings, studies on the effects of aging on stem cell functions are inconclusive. Here we review the age-related properties of hematopoietic stem cells in terms of intrinsic and extrinsic alterations, proliferative potential, signaling molecules, telomere and telomerase, senescence and cancer issues, regenerative potential and other indications of stem cell aging are discussed in detail.

Age-related Deterioration of Hematopoietic Stem Cells

PubMed Central

Kim, Mi Jung; Kim, Min Hwan; Kim, Seung Ah; Chang, Jae Suk

2008-01-01

Aging is the process of system deterioration over time in the whole body. Stem cells are self-renewing and therefore have been considered exempt from the aging process. Earlier studies by Hayflick showed that there is an intrinsic limit to the number of divisions that mammalian somatic cells can undergo, and cycling kinetics and ontogeny-related studies strongly suggest that even the most primitive stem cell functions exhibit a certain degree of aging. Despite these findings, studies on the effects of aging on stem cell functions are inconclusive. Here we review the age-related properties of hematopoietic stem cells in terms of intrinsic and extrinsic alterations, proliferative potential, signaling molecules, telomere and telomerase, senescence and cancer issues, regenerative potential and other indications of stem cell aging are discussed in detail. PMID:24855509

STEM Education for Girls of Color

NASA Astrophysics Data System (ADS)

Yee, Kam H.

Science, technology, engineering, and math (STEM) fields struggle to increase recruitment and retention of girls of color. The dominant framework in STEM education is the pipeline which assumes girls in general lack motivation and interest to persist in STEM fields. Recent public discourse shifts to address institutionalized discrimination and systemic barriers in STEM culture that filter out underrepresented populations. Informal education or complementary learning STEM programs offer alternative opportunities for students to explore outside of rigid school academic and social systems. Few articles look specifically at STEM complementary learning programs, and even fewer focus on the effects on girls of color. This research is a quantitative study to categorize existing mission statements and training behind organizations that provide STEM programs. The results will provide a better understanding of the relationship between practices of STEM education organizations and the programs they create. Diversity training and inclusive language in mission statements had weak correlations with increased cultural responsiveness in the program offerings. The results suggest organizations must be more intentional and explicit when implementing diversity goals.

Gendered transitions to adulthood by college field of study in the United States

PubMed Central

Han, Siqi; Tumin, Dmitry; Qian, Zhenchao

2017-01-01

BACKGROUND Field of study may influence the timing of transitions to the labor market, marriage, and parenthood among college graduates. Research to date has yet to study how field of study is associated with the interweaving of these transitions in the USA. OBJECTIVE The current study examines gendered influences of college field of study on transitions to a series of adult roles, including full-time work, marriage, and parenthood. METHODS We use Cox proportional hazards models and multinomial logistic regression to examine gendered associations between field of study and the three transitions among college graduates of the NLSY97 (National Longitudinal Survey of Youth) cohort. RESULTS Men majoring in STEM achieve early transitions to full-time work, marriage, and parenthood; women majoring in STEM show no significant advantage in finding full-time work and delayed marriage and childbearing; women in business have earlier transitions to full-time work and marriage than women in other fields, demonstrating an advantage similar to that of men in STEM. CONCLUSIONS The contrast between men and women in STEM shows that transition to adulthood remains gendered; the contrast between women in STEM and women in business illustrates that a prestigious career may not necessarily delay family formation. PMID:29075146

What's So Special about STEM? A Comparison of Women's Retention in STEM and Professional Occupations.

PubMed

Glass, Jennifer L; Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M

2013-01-01

We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM.

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

NASA Astrophysics Data System (ADS)

Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

Women's decision to major in STEM fields

NASA Astrophysics Data System (ADS)

Conklin, Stephanie

This paper explores the lived experiences of high school female students who choose to enter into STEM fields, and describes the influencing factors which steered these women towards majors in computer science, engineering and biology. Utilizing phenomenological methodology, this study seeks to understand the essence of women's decisions to enter into STEM fields and further describe how the decision-making process varies for women in high female enrollment fields, like biology, as compared with low enrollment fields like, computer science and engineering. Using Bloom's 3-Stage Theory, this study analyzes how relationships, experiences and barriers influenced women towards, and possibly away, from STEM fields. An analysis of women's experiences highlight that support of family, sustained experience in a STEM program during high school as well as the presence of an influential teacher were all salient factors in steering women towards STEM fields. Participants explained that influential teacher worked individually with them, modified and extended assignments and also steered participants towards coursework and experiences. This study also identifies factors, like guidance counselors as well as personal challenges, which inhibited participant's path to STEM fields. Further, through analyzing all six participants' experiences, it is clear that a linear model, like Bloom's 3-Stage Model, with limited ability to include potential barriers inhibited the ability to capture the essence of each participant's decision-making process. Therefore, a revised model with no linear progression which allows for emerging factors, like personal challenges, has been proposed; this model focuses on how interest in STEM fields begins to develop and is honed and then mastered. This study also sought to identify key differences in the paths of female students pursuing different majors. The findings of this study suggest that the path to computer science and engineering is limited. Computer science majors faced few, if any, challenges, hoped to use computers as a tool to innovate and also participated in the same computer science program. For female engineering students, the essence of their experience focused on interaction at a young age with an expert in an engineering-related field as well as a strong desire to help solve world problems using engineering. These participants were able to articulate clearly future careers. In contrast, biology majors, faced more challenges and were undecided about their future career goals. These results suggest that a longitudinal study focused on women pursuing engineering and computer science fields is warranted; this will hopefully allow these findings to be substantiated and also for refinement of the revised theoretical model.

Science Fiction Exhibits as STEM Gateways

NASA Astrophysics Data System (ADS)

Robie, Samantha

Women continue to hold less than a quarter of all STEM jobs in the United States, prompting many museums to develop programs and exhibits with the express goal of interesting young girls in scientific fields. At the same time, a number of recent museum exhibits have harnessed the popularity of pop culture and science fiction in order to interest general audiences in STEM subject matter, as well as using the exhibits as springboards to expand or shift mission goals and focus. Because science fiction appears to be successful at raising interest in STEM fields, it may be an effective way to garner the interest of young girls in STEM in particular. This research seeks to describe the ways in which museums are currently using science fiction exhibits to interest young girls in STEM fields and careers. Research focused on four institutions across the country hosting three separate exhibits, and included staff interviews and content analysis of exhibit descriptions, promotional materials, a summative evaluation and supplementary exhibit productions. In some ways, science fiction exhibits do serve young girls, primarily through the inclusion of female role models, staff awareness, and prototype testing to ensure interactives are attractive to girls as well as to boys. However, STEM appears to be underutilized, which may be partly due to a concern within the field that the outcome of targeting a specific gender could be construed as "stereotyping".

Design and development of a magnetic device for mesenchymal stem cell retaining in deep targets

NASA Astrophysics Data System (ADS)

Banis, G. C.

2017-12-01

This paper focuses on the retaining of mesenchymal stem cells in blood flow conditions using the appropriate magnetic field. Mesenchymal stem cells can be tagged with magnetic nanoparticles and thus, they can be manipulated from distance, through the application of an external magnetic field. In this paper the case of kidney as target of the therapy is being studied.

What's Life Got to Do with It? The Role of Life Experiences in Shaping Female Community College Students' Transfer Intent in STEM Fields of Study

ERIC Educational Resources Information Center

Wickersham, Kelly; Wang, Xueli

2016-01-01

Transfer in science, technology, engineering, and math (STEM) fields from community colleges to 4-year institutions holds great policy significance in alleviating the female underrepresentation in the STEM pipeline, with proportionately more female students attending community colleges. Considering the knowledge gap on this often overlooked topic,…

Factors That Female Higher Education Faculty in Select Science, Technology, Engineering, and Mathematics (STEM) Fields Perceive as Being Influential to Their Success and Persistence in Their Chosen Professions

ERIC Educational Resources Information Center

Opare, Phyllis Bernice

2012-01-01

The purpose of this study was to determine factors female higher education faculty in select science, technology, engineering, and mathematics (STEM) fields perceived as influential to their success and persistence in their chosen professions. Females are underrepresented in STEM professions including academia, despite the fact that female…

Curbing stem cell tourism in South Africa.

PubMed

Meissner-Roloff, Madelein; Pepper, Michael S

2013-12-01

Stem cells have received much attention globally due in part to the immense therapeutic potential they harbor. Unfortunately, malpractice and exploitation (financial and emotional) of vulnerable patients have also drawn attention to this field as a result of the detrimental consequences experienced by some individuals that have undergone unproven stem cell therapies. South Africa has had limited exposure to stem cells and their applications and, while any exploitation is detrimental to the field of stem cells, South Africa is particularly vulnerable in this regard. The current absence of adequate legislation and the inability to enforce existing legislation, coupled to the sea of misinformation available on the Internet could lead to an increase in illegitimate stem cell practices in South Africa. Circumstances are already precarious because of a lack of understanding of concepts involved in stem cell applications. What is more, credible and easily accessible information is not available to the public. This in turn cultivates fears born out of existing superstitions, cultural beliefs, rituals and practices. Certain cultural or religious concerns could potentially hinder the effective application of stem cell therapies in South Africa and novel ways of addressing these concerns are necessary. Understanding how scientific progress and its implementation will affect each individual and, consequently, the community, will be of cardinal importance to the success of the fields of stem cell therapy and regenerative medicine in South Africa. A failure to understand the ethical, cultural or moral ramifications when new scientific concepts are introduced could hinder the efficacy and speed of bringing discoveries to the patient. Neglecting proper procedure for establishing the field would lead to long delays in gaining public support in South Africa. Understanding the dangers of stem cell tourism - where vulnerable patients are subjected to unproven stem cell therapies that have not undergone peer review or been registered with the relevant local authorities - becomes imperative so that strategies to overcome this threat can be implemented.

Endocrine Pancreas Development and Regeneration: Noncanonical Ideas From Neural Stem Cell Biology.

PubMed

Masjkur, Jimmy; Poser, Steven W; Nikolakopoulou, Polyxeni; Chrousos, George; McKay, Ronald D; Bornstein, Stefan R; Jones, Peter M; Androutsellis-Theotokis, Andreas

2016-02-01

Loss of insulin-producing pancreatic islet β-cells is a hallmark of type 1 diabetes. Several experimental paradigms demonstrate that these cells can, in principle, be regenerated from multiple endogenous sources using signaling pathways that are also used during pancreas development. A thorough understanding of these pathways will provide improved opportunities for therapeutic intervention. It is now appreciated that signaling pathways should not be seen as "on" or "off" but that the degree of activity may result in wildly different cellular outcomes. In addition to the degree of operation of a signaling pathway, noncanonical branches also play important roles. Thus, a pathway, once considered as "off" or "low" may actually be highly operational but may be using noncanonical branches. Such branches are only now revealing themselves as new tools to assay them are being generated. A formidable source of noncanonical signal transduction concepts is neural stem cells because these cells appear to have acquired unusual signaling interpretations to allow them to maintain their unique dual properties (self-renewal and multipotency). We discuss how such findings from the neural field can provide a blueprint for the identification of new molecular mechanisms regulating pancreatic biology, with a focus on Notch, Hes/Hey, and hedgehog pathways. © 2016 by the American Diabetes Association. Readers may use this article as long as the work is properly cited, the use is educational and not for profit, and the work is not altered.

Cellular reprogramming in skin cancer.

PubMed

Song, Ihn Young; Balmain, Allan

2015-06-01

Early primitive stem cells have long been viewed as the cancer cells of origin (tumor initiating target cells) due to their intrinsic features of self-renewal and longevity. However, emerging evidence suggests a surprising capacity for normal committed cells to function as reserve stem cells upon reprogramming as a consequence of tissue damage resulting in inflammation and wound healing. This results in an alternative concept positing that tumors may originate from differentiated cells that can re-acquire stem cell properties due to genetic or epigenetic reprogramming. It is likely that both models are correct, and that a continuum of potential cells of origin exists, ranging from early primitive stem cells to committed progenitor or even terminally differentiated cells. A combination of the nature of the target cell and the specific types of gene mutations introduced determine tumor cell lineage, as well as potential for malignant conversion. Evidence from mouse skin models of carcinogenesis suggests that initiated cells at different stages within a stem cell hierarchy have varying degrees of requirement for reprogramming (e.g. inflammation stimuli), depending on their degree of differentiation. This article will present evidence in favor of these concepts that has been developed from studies of several mouse models of skin carcinogenesis. Copyright © 2014 Elsevier Ltd. All rights reserved.

Making stem cells count for global health.

PubMed

McMahon, Dominique S; Thorsteinsdóttir, Halla

2011-11-01

Developing countries such as China, India and Brazil are making large investments in the stem cell field. Here we argue that hands-on involvement in the field by these countries is essential if the products developed are going to be locally relevant, affordable and appropriate. However, stem cells are a high-risk investment and any global health impacts are still likely to be far off. Even if they are eventually successful, better clinical oversight and measures to ensure access are required for stem cells to have a substantial and equitable impact.

Personalized Regenerative Medicine.

PubMed

Arjmand, Babak; Goodarzi, Parisa; Mohamadi-Jahani, Fereshteh; Falahzadeh, Khadijeh; Larijani, Bagher

2017-03-01

Personalized medicine as a novel field of medicine refers to the prescription of specific therapeutics procedure for an individual. This approach has established based on pharmacogenetic and pharmacogenomic information and data. The terms precision and personalized medicines are sometimes applied interchangeably. However, there has been a shift from "personalized medicine" towards "precision medicine". Although personalized medicine emerged from pharmacogenetics, nowadays it covers many fields of healthcare. Accordingly, regenerative medicine and cellular therapy as the new fields of medicine use cell-based products in order to develop personalized treatments. Different sources of stem cells including mesenchymal stem cells, embryonic stem cells and induced pluripotent stem cells (iPSCs) have been considered in targeted therapies which could give many advantages. iPSCs as the novel and individual pluripotent stem cells have been introduced as the appropriate candidates for personalized cell therapies. Cellular therapies can provide a personalized approach. Because of person-to-person and population differences in the result of stem cell therapy, individualized cellular therapy must be adjusted according to the patient specific profile, in order to achieve best therapeutic results and outcomes. Several factors should be considered to achieve personalized stem cells therapy such as, recipient factors, donor factors, and the overall body environment in which the stem cells could be active and functional. In addition to these factors, the source of stem cells must be carefully chosen based on functional and physical criteria that lead to optimal outcomes.

The Relationship between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students

ERIC Educational Resources Information Center

Bernasconi, Bethany

2017-01-01

Despite years of attention, gender inequity persists in science, technology, engineering, and mathematics (STEM). Female STEM faculty, positive social interactions, and enrollment in advanced STEM secondary coursework are supportive factors in promoting female students' persistence in STEM fields. To address the gap in understanding these factors,…

Effect of nitrogen fertilization and fungicides on Botryosphaeria stem blight lesion development on detached stems

USDA-ARS?s Scientific Manuscript database

: Botryosphaeria stem blight is a destructive disease of blueberries that has not been well managed with fungicides. Field observations showed that stem blight is more severe on vigorously growing plants than on slower growing plants. Detached stem assays were used to compare the effect of fertil...

Title: The Impact of 2006-2012 CReSIS Summer Research Programs that Influence Student's Choice of a STEM Related Major in College Authors: Dr. Darnell Johnson Djohnson@mail.ecsu.edu Elizabeth City State University, Elizabeth City, North Carolina 27909 Dr. Linda Hayden Haydenl@mindspring.com Elizabeth City State University, Elizabeth City, North Carolina, 27909

NASA Astrophysics Data System (ADS)

Johnson, D.

2013-12-01

Abstract: Researchers, policymakers, business, and industry have indicated that the United States will experience a future shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this impending shortage, one of which includes increasing the representation of females and minorities in the STEM fields. In order to increase the representation of underrepresented students in the STEM fields, it is important to understand the motivational factors that impact underrepresented students' interest in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). In this paper, the mathematics research team examined the role of practical research experience during the summer for talented minority secondary students studying in STEM fields. An undergraduate research mathematics team focused on the link between summer research and the choice of an undergraduate discipline. A Chi Square Statistical Test was used to examine Likert Scale results on the attitude of students participating in the 2006-2012 Center for Remote Sensing of Ice Sheets (CReSIS) Summer Research Programs for secondary students. This research was performed at Elizabeth City State University located in northeastern North Carolina about the factors that impact underrepresented students' choices of STEM related majors in college. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of underrepresented students. Index Terms: Science, Technology, Engineering, and Mathematics (STEM), Underrepresented students

Near-field photothermal microspectroscopy for adult stem-cell identification and characterization.

PubMed

Grude, Olaug; Hammiche, Azzedine; Pollock, Hubert; Bentley, Adam J; Walsh, Michael J; Martin, Francis L; Fullwood, Nigel J

2007-12-01

The identification of stem cells in adult tissue is a challenging problem in biomedicine. Currently, stem cells are identified by individual epitopes, which are generally tissue specific. The discovery of a stem-cell marker common to other adult tissue types could open avenues in the development of therapeutic stem-cell strategies. We report the use of the novel technique of Fourier transform infrared near-field photothermal microspectroscopy (FTIR-PTMS) for the characterization of stem cells, transit amplifying (TA) cells and terminally differentiated (TD) cells in the corneal epithelium. Principal component analysis (PCA) data demonstrate excellent discrimination of cell type by spectra. PCA in combination with linear discriminant analysis (PCA-LDA) shows that FTIR-PTMS very effectively discriminates between the three cell populations. Statistically significant differences above the 99% confidence level between IR spectra from stem cells and TA cells suggest that nucleic acid conformational changes are an important component of the differences between spectral data from the two cell types. FTIR-PTMS is a new addition to existing spectroscopy methods based on the concept of interfacing a conventional FTIR spectrometer with an atomic force microscope equipped with a near-field thermal sensing probe. FTIR-PTMS spectroscopy currently has spatial resolution that is similar to that of diffraction-limited optical detection FTIR spectroscopy techniques, but as a near-field probing technique has considerable potential for further improvement. Our work also suggests that FTIR-PTMS is potentially more sensitive than synchrotron radiation FTIR spectroscopy for some applications. Microspectroscopy techniques like FTIR-PTMS provide information about the entire molecular composition of cells, in contrast to epitope recognition that only considers the presence or absence of individual molecules. Our results with FTIR-PTMS on corneal stem cells are promising for the potential development of an IR spectral fingerprint for stem cells.

Comparison of Marketing Techniques to Enroll Females at a Major Aeronautical University

ERIC Educational Resources Information Center

Cross, David Scott

2012-01-01

Traditionally, industries belonging to the science, technology, engineering, and mathematics (STEM) fields are dominated by males. Recruitment and enrollment of females for STEM fields have become an issue among universities specializing in fields such as aviation and aeronautics. The research problem for this study was that marketing departments…

Why STEM Fields Still Don't Draw More Women

ERIC Educational Resources Information Center

Coger, Robin N.; Cuny, Jan; Klawe, Maria; McGann, Matt; Purcell, Karen D.

2012-01-01

There have been many efforts in recent years to draw more women into STEM fields. While women have made gains, they are still far less likely than men to major in such fields, especially engineering and computer science. Why? This article presents the responses and the thoughts of a group of scholars and experts.

Camp Invention ASL: Inclusive, Relevant, Family-Focused Science

ERIC Educational Resources Information Center

Santini, Joseph

2017-01-01

Among the fields that particularly lack images of diverse participants are those of science, technology, engineering, and math, fields captured under the acronym STEM. Often in STEM fields, images and experiences of deaf and hard of hearing children, children of color, and young women are rare or absent altogether, with the result that these…

Environmental stresses of field growth allow cinnamyl alcohol dehydrogenase-deficient Nicotiana attenuata plants to compensate for their structural deficiencies.

PubMed

Kaur, Harleen; Shaker, Kamel; Heinzel, Nicolas; Ralph, John; Gális, Ivan; Baldwin, Ian T

2012-08-01

The organized lignocellulosic assemblies of cell walls provide the structural integrity required for the large statures of terrestrial plants. Silencing two CINNAMYL ALCOHOL DEHYDROGENASE (CAD) genes in Nicotiana attenuata produced plants (ir-CAD) with thin, red-pigmented stems, low CAD and sinapyl alcohol dehydrogenase activity, low lignin contents, and rubbery, structurally unstable stems when grown in the glasshouse (GH). However, when planted into their native desert habitat, ir-CAD plants produced robust stems that survived wind storms as well as the wild-type plants. Despite efficient silencing of NaCAD transcripts and enzymatic activity, field-grown ir-CAD plants had delayed and restricted spread of red stem pigmentation, a color change reflecting blocked lignification by CAD silencing, and attained wild-type-comparable total lignin contents. The rubbery GH phenotype was largely restored when field-grown ir-CAD plants were protected from wind, herbivore attack, and ultraviolet B exposure and grown in restricted rooting volumes; conversely, it was lost when ir-CAD plants were experimentally exposed to wind, ultraviolet B, and grown in large pots in growth chambers. Transcript and liquid chromatography-electrospray ionization-time-of-flight analysis revealed that these environmental stresses enhanced the accumulation of various phenylpropanoids in stems of field-grown plants; gas chromatography-mass spectrometry and nuclear magnetic resonance analysis revealed that the lignin of field-grown ir-CAD plants had GH-grown comparable levels of sinapaldehyde and syringaldehyde cross-linked into their lignins. Additionally, field-grown ir-CAD plants had short, thick stems with normal xylem element traits, which collectively enabled field-grown ir-CAD plants to compensate for the structural deficiencies associated with CAD silencing. Environmental stresses play an essential role in regulating lignin biosynthesis in lignin-deficient plants.

Environmental Stresses of Field Growth Allow Cinnamyl Alcohol Dehydrogenase-Deficient Nicotiana attenuata Plants to Compensate for their Structural Deficiencies1[C][W][OA

PubMed Central

Kaur, Harleen; Shaker, Kamel; Heinzel, Nicolas; Ralph, John; Gális, Ivan; Baldwin, Ian T.

2012-01-01

The organized lignocellulosic assemblies of cell walls provide the structural integrity required for the large statures of terrestrial plants. Silencing two CINNAMYL ALCOHOL DEHYDROGENASE (CAD) genes in Nicotiana attenuata produced plants (ir-CAD) with thin, red-pigmented stems, low CAD and sinapyl alcohol dehydrogenase activity, low lignin contents, and rubbery, structurally unstable stems when grown in the glasshouse (GH). However, when planted into their native desert habitat, ir-CAD plants produced robust stems that survived wind storms as well as the wild-type plants. Despite efficient silencing of NaCAD transcripts and enzymatic activity, field-grown ir-CAD plants had delayed and restricted spread of red stem pigmentation, a color change reflecting blocked lignification by CAD silencing, and attained wild-type-comparable total lignin contents. The rubbery GH phenotype was largely restored when field-grown ir-CAD plants were protected from wind, herbivore attack, and ultraviolet B exposure and grown in restricted rooting volumes; conversely, it was lost when ir-CAD plants were experimentally exposed to wind, ultraviolet B, and grown in large pots in growth chambers. Transcript and liquid chromatography-electrospray ionization-time-of-flight analysis revealed that these environmental stresses enhanced the accumulation of various phenylpropanoids in stems of field-grown plants; gas chromatography-mass spectrometry and nuclear magnetic resonance analysis revealed that the lignin of field-grown ir-CAD plants had GH-grown comparable levels of sinapaldehyde and syringaldehyde cross-linked into their lignins. Additionally, field-grown ir-CAD plants had short, thick stems with normal xylem element traits, which collectively enabled field-grown ir-CAD plants to compensate for the structural deficiencies associated with CAD silencing. Environmental stresses play an essential role in regulating lignin biosynthesis in lignin-deficient plants. PMID:22645069

Intra-femoral injection of human mesenchymal stem cells.

PubMed

Mohanty, Sindhu T; Bellantuono, Ilaria

2013-01-01

In vivo transplantation of putative populations of hematopoietic stem cells (HSC) and assessment of their engraftment is considered the golden standard to assess their quality and degree of stemness. Transplantation is usually carried out by intravenous injection in murine models and assessment of engraftment is performed by monitoring the number and type of mature blood cells produced by the donor cells in time. In contrast intravenous injection of mesenchymal stem cells (MSC), the multipotent stem cells present in bone marrow and capable of differentiating to osteoblasts, chondrocytes and adipocytes, has not been successful. This is due to limited or absent engraftment levels. Here, we describe the use of intra-femoral injection as an improved method to assess MSC engraftment to bone and bone marrow and their quality.

What’s So Special about STEM? A Comparison of Women’s Retention in STEM and Professional Occupations

PubMed Central

Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M.

2014-01-01

We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM. PMID:25554713

Stem cells: a model for screening, discovery and development of drugs.

PubMed

Kitambi, Satish Srinivas; Chandrasekar, Gayathri

2011-01-01

The identification of normal and cancerous stem cells and the recent advances made in isolation and culture of stem cells have rapidly gained attention in the field of drug discovery and regenerative medicine. The prospect of performing screens aimed at proliferation, directed differentiation, and toxicity and efficacy studies using stem cells offers a reliable platform for the drug discovery process. Advances made in the generation of induced pluripotent stem cells from normal or diseased tissue serves as a platform to perform drug screens aimed at developing cell-based therapies against conditions like Parkinson's disease and diabetes. This review discusses the application of stem cells and cancer stem cells in drug screening and their role in complementing, reducing, and replacing animal testing. In addition to this, target identification and major advances in the field of personalized medicine using induced pluripotent cells are also discussed.

Identifying niche-mediated regulatory factors of stem cell phenotypic state: a systems biology approach.

PubMed

Ravichandran, Srikanth; Del Sol, Antonio

2017-02-01

Understanding how the cellular niche controls the stem cell phenotype is often hampered due to the complexity of variegated niche composition, its dynamics, and nonlinear stem cell-niche interactions. Here, we propose a systems biology view that considers stem cell-niche interactions as a many-body problem amenable to simplification by the concept of mean field approximation. This enables approximation of the niche effect on stem cells as a constant field that induces sustained activation/inhibition of specific stem cell signaling pathways in all stem cells within heterogeneous populations exhibiting the same phenotype (niche determinants). This view offers a new basis for the development of single cell-based computational approaches for identifying niche determinants, which has potential applications in regenerative medicine and tissue engineering. © 2017 The Authors. FEBS Letters published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies.

Genetic modification of hematopoietic stem cells: recent advances in the gene therapy of inherited diseases.

PubMed

Bueren, Juan A; Guenechea, Guillermo; Casado, José A; Lamana, María Luisa; Segovia, José C

2003-01-01

Hematopoietic stem cells constitute a rare population of precursor cells with remarkable properties for being used as targets in gene therapy protocols. The last years have been particularly productive both in the fields of gene therapy and stem cell biology. Results from ongoing clinical trials have shown the first unquestionable clinical benefits of immunodeficient patients transplanted with genetically modified autologous stem cells. On the other hand, severe side effects in a few patients treated with gene therapy have also been reported, indicating the usefulness of further improving the vectors currently used in gene therapy clinical trials. In the field of stem cell biology, evidence showing the plastic potential of adult hematopoietic stem cells and data indicating the multipotency of adult mesenchymal precursor cells have been presented. Also, the generation of embryonic stem cells by means of nuclear transfer techniques has appeared as a new methodology with direct implications in gene therapy.

When Is an Alveolar Type 2 Cell an Alveolar Type 2 Cell? A Conundrum for Lung Stem Cell Biology and Regenerative Medicine.

PubMed

Beers, Michael F; Moodley, Yuben

2017-07-01

Generating mature, differentiated, adult lung cells from pluripotent cells, such as induced pluripotent stem cells and embryonic stem cells, offers the hope of both generating disease-specific in vitro models and creating definitive and personalized therapies for a host of debilitating lung parenchymal and airway diseases. With the goal of advancing lung-regenerative medicine, several groups have developed and reported on protocols using defined media, coculture with mesenchymal components, or sequential treatments mimicking lung development, to obtain distal lung epithelial cells from stem cell precursors. However, there remains significant controversy about the degree of differentiation of these cells compared with their primary counterparts, coupled with a lack of consistency or uniformity in assessing the resultant phenotypes. Given the inevitable, exponential expansion of these approaches and the probable, but yet-to-emerge second and higher generation techniques to create such assets, we were prompted to pose the question, what makes a lung epithelial cell a lung epithelial cell? More specifically for this Perspective, we also posed the question, what are the minimum features that constitute an alveolar type (AT) 2 epithelial cell? In addressing this, we summarize a body of work spanning nearly five decades, amassed by a series of "lung epithelial cell biology pioneers," which carefully describes well characterized molecular, functional, and morphological features critical for discriminately assessing an AT2 phenotype. Armed with this, we propose a series of core criteria to assist the field in confirming that cells obtained following a differentiation protocol are indeed mature and functional AT2 epithelial cells.

College Admissions Viewbooks and the Grammar of Gender, Race, and STEM

ERIC Educational Resources Information Center

Osei-Kofi, Nana; Torres, Lisette E.

2015-01-01

Numerous reports on the US economy argue that American higher education institutions must prepare a greater number of workers for employment in science, technology, engineering, and math (STEM), in order for the US to remain globally competitive. To do so, addressing the underrepresentation of women and people of color who pursue degrees in STEM…

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…

From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM

ERIC Educational Resources Information Center

Brown, Bryan A.; Henderson, J. Bryan; Gray, Salina; Donovan, Brian; Sullivan, Shayna; Patterson, Alexis; Waggstaff, William

2016-01-01

We conducted a mixed-methods study of matriculation issues for African-Americans in the STEM pipeline. The project compares the experiences of students currently majoring in science (N?=?304) with the experiences of those who have succeeded in earning science degrees (N?=?307). Participants were surveyed about their pipeline experiences based on…

Specialized High Schools and Talent Search Programs: Incubators for Adolescents with High Ability in STEM Disciplines

ERIC Educational Resources Information Center

Almarode, John T.; Subotnik, Rena F.; Crowe, Edward; Tai, Robert H.; Lee, Geesoo Maie; Nowlin, Fiona

2014-01-01

The purpose of this study is to investigate the association between self-efficacy and maintenance of interest in science, technology, engineering, and mathematics (STEM) resulting in completion of an undergraduate degree in a science related area. To pursue this analysis, the researchers surveyed 3,510 graduates from selective specialized science…

Should I Stay or Should I Go? Persistence in Postsecondary Mathematics Coursework

ERIC Educational Resources Information Center

Ntow, Forster D.; Covington Clarkson, Lesa M.; Chidthachack, Sousada; Crotty, Elizabeth A.

2017-01-01

This paper draws on self-determination theory (SDT) to explore reasons for college students' decisions to either continue or change directions (and hence their persistence) from their STEM-intending majors. We therefore sought to gain insight into why some college students persisted in their STEM-intending degree programs while others, faced with…

Factors that Influence STEM-Promising Females' Decision to Attend a Non Research-Intensive Undergraduate Institution

ERIC Educational Resources Information Center

Miller, Roxanne Greitz; Hurlock, Ashley J.

2017-01-01

Non research-intensive institutions of higher education are effective at narrowing STEM gender gaps in major selection and persistence to degree completion, yet the decision to attend such a setting is likely seen as counterintuitive when such institutions typically have lower levels of research, financial resources, and total student enrollments…

Exploiting Degrees of Inflectional Ambiguity: Stem Form and the Time Course of Morphological Processing

ERIC Educational Resources Information Center

Jarvikivi, Juhani; Pyykkonen, Pirita; Niemi, Jussi

2009-01-01

The authors compared sublexical and supralexical approaches to morphological processing with unambiguous and ambiguous inflected words and words with ambiguous stems in 3 masked and unmasked priming experiments in Finnish. Experiment 1 showed equal facilitation for all prime types with a short 60-ms stimulus onset asynchrony (SOA) but significant…

Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

ERIC Educational Resources Information Center

James, Jamie Smith

2014-01-01

The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

Explaining the Gender Gap: Comparing Undergraduate and Graduate/Faculty Beliefs about Talent Required for Success in Academic Fields

NASA Astrophysics Data System (ADS)

Bailey, Kimberlyn; Nanthakumar, Ampalavanar; Preston, Scott; Ilie, Carolina C.

Recent research has proposed that the gender gap in academia is caused by differing perceptions of how much talent is needed to succeed in various fields. It was found that, across the STEM/non-STEM divide, the more that graduate students and faculty see success in their own field as requiring as requiring talent, the fewer women participate in that field. This research examines whether undergraduate students share these attitudes. If these attitudes trickle down to the undergraduate population to influence students to choose different fields of study, then undergraduate beliefs should reflect those of graduate students and faculty. Using a large survey of undergraduates across the country, this study aims to characterize undergraduate attitudes and to determine variables that explain the differences between the attitudes of these two populations. Our findings suggest that the two populations have similar beliefs, but that undergraduate beliefs are strongly influenced by information about the gender ratio in each field and that this strong influence greatly differs between STEM and non-STEM fields. These findings seek to help direct future research to ask the right questions and propose plausible hypotheses about gender the imbalance in academia.

Development and Validation of Scientific Literacy Scale for College Preparedness in STEM with Freshmen from Diverse Institutions

ERIC Educational Resources Information Center

Benjamin, Thomas E.; Marks, Bryant; Demetrikopoulos, Melissa K.; Rose, Jordan; Pollard, Ethen; Thomas, Alicia; Muldrow, Lycurgus L.

2017-01-01

Although a major goal of Science, Technology, Engineering, and Mathematics (STEM) education is to develop scientific literacy, prior efforts at measuring scientific literacy have not attempted to link scientific literacy with success in STEM fields. The current Scientific Literacy Survey for College Preparedness in STEM (SLSCP-STEM) scale was…

Dragons, Ladybugs, and Softballs: Girls' STEM Engagement with Human-Centered Robotics

ERIC Educational Resources Information Center

Gomoll, Andrea; Hmelo-Silver, Cindy E.; Šabanovic, Selma; Francisco, Matthew

2016-01-01

Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for girls. Here, we explore how an after-school robotics club can provide informal STEM experiences that inspire students to engage with STEM in the future. Human-centered robotics, with its emphasis on the…

Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

ERIC Educational Resources Information Center

Gottfried, Michael A.; Bozick, Robert

2016-01-01

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the "real world" applicability of scientific fields and ultimately…

Supporting a Diverse Community of Undergraduate Researchers in Satellite and Ground-Based Remote Sensing

NASA Astrophysics Data System (ADS)

Blake, R.; Liou-Mark, J.

2012-12-01

The U.S. remains in grave danger of losing its global competitive edge in STEM. To find solutions to this problem, the Obama Administration proposed two new national initiatives: the Educate to Innovate Initiative and the $100 million government/private industry initiative to train 100,000 STEM teachers and graduate 1 million additional STEM students over the next decade. To assist in ameliorating the national STEM plight, the New York City College of Technology has designed its NSF Research Experience for Undergraduate (REU) program in satellite and ground-based remote sensing to target underrepresented minority students. Since the inception of the program in 2008, a total of 45 undergraduate students of which 38 (84%) are considered underrepresented minorities in STEM have finished or are continuing with their research or are pursuing their STEM endeavors. The program is comprised of the three primary components. The first component, Structured Learning Environments: Preparation and Mentorship, provides the REU Scholars with the skill sets necessary for proficiency in satellite and ground-based remote sensing research. The students are offered mini-courses in Geographic Information Systems, MATLAB, and Remote Sensing. They also participate in workshops on the Ethics of Research. Each REU student is a member of a team that consists of faculty mentors, post doctorate/graduate students, and high school students. The second component, Student Support and Safety Nets, provides undergraduates a learning environment that supports them in becoming successful researchers. Special networking and Brown Bag sessions, and an annual picnic with research scientists are organized so that REU Scholars are provided with opportunities to expand their professional community. Graduate school support is provided by offering free Graduate Record Examination preparation courses and workshops on the graduate school application process. Additionally, students are supported by college counselors. Many of the students are first generation college students who often face issues that can impede their academic progress. The last component, Vision and Impetus for Advancement, allows REU Scholars to see themselves as STEM scientists and workforce professionals. Exposure trips provide students with an opportunity to meet scientists working in industry. Additionally, the students also present their research and participate at local, regional, and national conferences. Furthermore, since many of the students were never given the chance to visit STEM-focused industries and conferences. The program, therefore, helps to broaden their STEM experience. Of the 38 REU Scholars, 16%(6) of them are in graduate school in the STEM disciplines, 21%(8) of them have graduated and are in the STEM workforce, and 63%(24) of them continue to pursue their STEM degrees. Three of the students have won first place recognition for their research, and two of the students will be co-authors for two peer-review publications and one book chapter. Additionally, survey results show that 84% of the student participants now indicate interest in pursuing Master's degrees in STEM and 75% indicate interest in pursuing doctoral degrees in STEM. This program is supported by NSF REU grant #1062934.

Summer Center for Climate, Energy, and Environmental Decision Making (SUCCEED)

NASA Astrophysics Data System (ADS)

Klima, K.; Hoss, F.; Welle, P.; Larkin, S.

2013-12-01

Science, Technology, and Math (STEM) fields are responsible for more than half of our sustained economic expansion, and over the past 25 years the science and engineering workforce has remained at over 5% of all U.S. jobs. However, America lags behind other nations when it comes to STEM education; globally, American students rank 23th in math and 31st in science. While our youngest students show an interest in STEM subjects, roughly 40% of college students planning to major in STEM switch to other subjects. Women and minorities, 50% and 43% of school-age children, are disproportionally underrepresented in STEM fields (25% and 15%, respectively). Studies show that improved teacher curriculum combined with annual student-centered learning summer programs can promote and sustain student interest in STEM fields. Many STEM fields appear superficially simple, and yet can be truly complex and controversial topics. Carnegie Mellon University's Center for Climate and Energy Decision Making focuses on two such STEM fields: climate and energy. In 2011, we created SUCCEED: the Summer Center for Climate, Energy, and Environmental Decision Making. SUCCEED consisted of two pilot programs: a 2-day workshop for K-12 teacher professional development and a free 5-day summer school targeted at an age gap in the university's outreach, students entering 10th grade. In addition to teaching lessons climate, energy, and environment, the program aimed to highlight different STEM careers so students could better understand the breadth of choices available. SUCCEED, repeated in 2012, was wildly successful. A pre/post test demonstrated a significant increase in understanding of STEM topics. Furthermore, SUCCEED raised excitement for STEM; teachers were enthusiastic about accurate student-centered learning plans and students wanted to know more. To grow these efforts, an additional component has been added to the SUCCEED 2013 effort: online publicly available curricula. Using the curricula form 2011-2013 as base material, we have been developing online publically available Pennsylvania lesson plans meeting Next Generation Science Standards or Common Core Math Standards. The teacher curricula database will greatly increase our ability to correct misconceptions and fill gaps in lessons taught to thousands of students. This talk will share more about the SUCCEED program and the teacher curricula database efforts.

Differences in students' perceived classroom experiences by instructor gender, student gender, and persistence in STEM courses

NASA Astrophysics Data System (ADS)

Fowlkes, Carol

Science, technology, engineering, and mathematics (STEM) fields are growing and have lucrative job opportunities for college graduates. However, the number of students in STEM majors and the number of those who persist in those majors is declining; there is also a growing gender gap in STEM graduates. This study investigated three perceived classroom experiences in STEM courses and the nature of differences in these experiences by student gender, instructor gender, and by those who persisted or did not persist in STEM majors. A factorial MANOVA was the statistical method by which the differences were explored. The statistical analysis revealed non-significant mean differences in three-way interaction, all two-way interactions, and all main effects. There were not gendered differences in students' perceptions of the opportunities for hands-on learning, the instructor cares about students' success, and the instructor encourages students' contributions. Further research is proposed to continue examination of this topic with a larger data set that is consistent with the literature regarding the population of STEM students and the number of STEM persisters, and the male-gendered nature of STEM fields.

Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences

NASA Astrophysics Data System (ADS)

Figueroa, Tanya

Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types -- a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on intergroup dynamics and limited the opportunities for learning among URM students. Interestingly, students describe peer dynamics that occasionally suggest racial undertones in interactions; however, many students were unaware of implications on their training experiences or were simply uncomfortable naming racism. Prevailing racial stereotypes even impacted students trained in welcoming and culturally respectful programs. The study expands studies on URM graduate students, socialization theory, and formal and informal structures in programs that can assure success in graduate school.

Induced pluripotent stem cells--alchemist's tale or clinical reality?

PubMed

Rashid, S Tamir; Vallier, Ludovic

2010-08-13

Following Shinya Yamanaka's first report describing the reprogramming of fibroblasts into stem cells over three years ago, some sceptics initially drew analogies between this new field of research and the quasi-mystical practice of 'alchemy'. Unlike the alchemist, however, stem cell researchers have rigorously tested and repeated experiments, proving their very own brand of cellular 'alchemy' to be a reality, with potentially massive implications for the study of human biology and clinical medicine. These investigations have resulted in an explosion of related publications and initiated the field of stem cell research known as 'induced pluripotency'. In this review, we give an account of the historical development, current technologies and potential clinical applications of induced pluripotency and conclude with a perspective on the possible future directions for this dynamic field.

The immune boundaries for stem cell based therapies: problems and prospective solutions

PubMed Central

Abdelkrim, Hmadcha; Juan, Domínguez-Bendala; Jane, Wakeman; Mohamed, Arredouani; Bernat, Soria

2009-01-01

Stem cells have fascinated the scientific and clinical communities for over a century. Despite the controversy that surrounds this field, it is clear that stem cells have the potential to revolutionize medicine. However, a number of significant hurdles still stand in the way of the realization of this potential. Chiefly among these are safety concerns, differentiation efficiency and overcoming immune rejection. Here we review current progress made in this field to optimize the safe use of stem cells with particular emphasis on prospective interventions to deal with challenges generated by immune rejection. PMID:19583810

The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students' STEM Identity Formation

NASA Astrophysics Data System (ADS)

Hughes, Roxanne M.; Nzekwe, Brandon; Molyneaux, Kristen J.

2013-10-01

Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women's learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the marginalization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants' STEM identity formation during two informal science learning environments (an all girls' STEM camp and a co-educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls' STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program.

Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Leker, Lindsey Beth

Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson, 1995). When related to gender, stereotype threat can lead women to score lower than men on standardized math exams (Spencer, Steele, & Quinn, 1999). Stereotype threat may be one reason women have lower enrollment in most science, technology, engineering, and mathematics (STEM) majors, hold a smaller number of STEM careers than men, and have a higher attrition rate in STEM professions (Hill, Corbet, & Rose, 2010; Picho & Brown 2011; Sorby & Baartmans, 2000). Most research has investigated stereotype threat using experiments yielding mixed results (Stoet & Geary, 2012). Thus, there is a need to explore stereotype threat using quantitative surveys and qualitative methods to examine other contextual factors that contribute to gender difference in STEM fields. This dissertation outlined a mixed methods study designed to, first, qualitatively explore stereotype threat and contextual factors related to high achieving women in STEM fields, as well as women who have failed and/or avoided STEM fields. Then, the quantitative portion of the study used the themes from the qualitative phase to create a survey that measured stereotype threat and other contextual variables related to STEM success and failure/avoidance. Fifteen participants were interviewed for the qualitative phase of the study and six themes emerged. The quantitative survey was completed 242 undergraduate participants. T-tests, correlations, regressions, and mediation analyses were used to analyze the data. There were significant relationships between stereotype threat and STEM confidence, STEM anxiety, giving up in STEM, and STEM achievement. Overall, this mixed methods study advanced qualitative research on stereotype threat, developed a much-needed scale for the measurement of stereotype threat, and tested the developed scale.

Evaluation of alternative planting strategies to reduce wheat stem sawfly (Hymenoptera: Cephidae) damage to spring wheat in the northern Great Plains.

PubMed

Beres, B L; Cárcamo, H A; Bremer, E

2009-12-01

Wheat, Triticum aestivum L., producers are often reluctant to use solid-stemmed wheat cultivars resistant to wheat stem sawfly, Cephus cinctus Norton (Hymenoptera: Cephidae), due to concerns regarding yield, efficacy or market opportunities. We evaluated the impact of several planting strategies on wheat yield and quality and wheat stem sawfly infestation at two locations over a three-year period. Experimental units consisted of large plots (50 by 200 m) located on commercial farms adjacent to wheat stem sawfly-infested fields. Compared with a monoculture of a hollow-stemmed cultivar ('AC Barrie'), planting a monoculture of a solid-stemmed cultivar ('AC Eatonia') increased yield by an average of 16% (0.4 mg ha(-1)) and increased the grade of wheat by one unit at the two most heavily infested site-years. Planting a 1:1 blend of AC Eatonia and AC Barrie increased yield by an average of 11%, whereas planting 20- or 40-m plot margins to AC Eatonia increased yield by an average of 8%. High wheat stem sawfly pressure limited the effectiveness of using resistant cultivars in field margins because plants were often infested beyond the plot margin, with uniform infestation down the length of the plots at the two most heavily infested site-years. The effectiveness of AC Eatonia to reduce wheat stem sawfly survivorship was modest in this study, probably due to weather-related factors influencing pith expression and to the high abundance of wheat stem sawfly. Greater benefits from planting field margins to resistant cultivars or planting a blend of resistant and susceptible cultivars might be achievable under lower wheat stem sawfly pressure.

Women in the Academy: Female Leadership in STEM Education and the Evolution of a Mentoring Web

ERIC Educational Resources Information Center

Gorman, Susan T.; Durmowicz, Meredith C.; Roskes, Ellen M.; Slattery, Susan P.

2010-01-01

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields and in STEM leadership positions. According to the most recent data available from the National Science Foundation, in academia only 31% of full-time STEM faculty and 27% of STEM deans and department heads are women. By comparison at Stevenson…

Development of bioengineering system for stem cell proliferation

NASA Astrophysics Data System (ADS)

Park, H. S.; Shah, R.; Shah, C.

2016-08-01

From last decades, intensive research in the field of stem cells proliferation had been promoted due to the unique property of stem cells to self-renew themselves into multiples and has potential to replicate into an organ or tissues and so it's highly demanding though challenging. Bioreactor, a mechanical device, works as a womb for stem cell proliferation by providing nutritious environment for the proper growth of stem cells. Various factors affecting stem cells growth are the bioreactor mechanism, feeding of continuous nutrients, healthy environment, etc., but it always remains a challenge for controlling biological parameters. The present paper unveils the design of mechanical device commonly known as bioreactor in tissues engineering and biotech field, use for proliferation of stem cells and imparts the proper growing condition for stem cells. This high functional bioreactor provides automation mixing of cell culture and stem cells. This design operates in conjunction with mechanism of reciprocating motion. Compare to commercial bioreactors, this proposed design is more convenient, easy to operate and less maintenance is required as bioreactor culture bag is made of polyethylene which is single use purpose. Development of this bioengineering system will be beneficial for better growth and expansion of stem cell

The Potential Role of Science, Technology, Engineering, and Math Programs in Reducing Teen Dating Violence and Intimate Partner Violence.

PubMed

D'Inverno, Ashley Schappell; Kearns, Megan C; Reidy, Dennis E

2016-12-01

Science, technology, engineering, and math (STEM) are growing fields that provide job stability, financial security, and health prosperity for professionals in these fields. Unfortunately, females are underrepresented in STEM, which is potentially both a consequence and precipitant of gender inequity in the United States. In addition to the financial and health benefits, increasing the number of girls and women in STEM fields may also indirectly prevent and/or reduce teen dating violence and intimate partner violence by: (1) increasing women's financial independence, thereby reducing dependence on potentially abusive partners; (2) decreasing household poverty and financial stress, which may lead to reductions in relationship discord; and (3) increasing attitudes and beliefs about women as equals, thereby increasing gender equity. In this commentary, we discuss the potential role of primary and secondary school STEM programs in reducing violence against women. We review the literature on existing evaluations of STEM programs for educational outcomes, discuss the limitations of these evaluations, and offer suggestions for future research.

When trying hard isn't natural: women's belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns.

PubMed

Smith, Jessi L; Lewis, Karyn L; Hawthorne, Lauren; Hodges, Sara D

2013-02-01

Feeling like one exerts more effort than others may influence women's feelings of belonging with science, technology, engineering, and math (STEM) and impede their motivation. In Study 1, women STEM graduate students perceived they exerted more effort than peers to succeed. For women, but not men, this effort expenditure perception predicted a decreased sense of belonging, which in turn decreased motivation. Study 2 tested whether the male-dominated status of a field triggers such effort expectations. We created a fictional "eco-psychology" graduate program, which when depicted as male-dominated resulted in women expecting to exert relatively more effort and decreased their interest in pursuing the field. Study 3 found emphasizing effort as expected (and normal) to achieve success elevated women's feelings of belonging and future motivation. Results suggest effort expenditure perceptions are an indicator women use to assess their fit in STEM. Implications for enhancing women's participation in STEM are discussed.

Abundance and Spatial Dispersion of Rice Stem Borer Species in Kahama, Tanzania

PubMed Central

Leonard, Alfonce; Rwegasira, Gration M.

2015-01-01

Species diversity, abundance, and dispersion of rice stem borers in framer’s fields were studied in four major rice growing areas of Kahama District. Stem borer larvae were extracted from the damaged tillers in 16 quadrants established in each field. Adult Moths were trapped by light traps and collected in vials for identification. Results indicated the presence of Chilo partellus, Maliarpha separatella, and Sesamia calamistis in all study areas. The most abundant species was C. partellus (48.6%) followed by M. separatella (35.4%) and S. calamistis was least abundant (16.1%). Stem borers dispersion was aggregated along the edges of rice fields in three locations (wards) namely: Bulige, Chela, and Ngaya. The dispersion in the fourth ward, Kashishi was uniform as established from two of the three dispersion indices tested. Further studies would be required to establish the available alternative hosts, the extent of economic losses and the distribution of rice stem borers in the rest of the Lake zone of Tanzania. PMID:26411785

Physiological stress and ethanol accumulation in tree stems and woody tissues at sublethal temperatures from fire

Treesearch

Rick G. Kelsey; Douglas J. Westlind

2017-01-01

The lethal temperature limit is 60 degrees Celsius (°C) for plant tissues, including trees, with lower temperatures causing heat stress. As fire injury increases on tree stems, there is an accompanying rise in tissue ethanol concentrations, physiologically linked to impaired mitochondrial oxidative phosphorylation energy production. We theorize that sublethal tissue...

Validating the Use of Concept-Mapping as a Diagnostic Assessment Tool in Organic Chemistry: Implications for Teaching

ERIC Educational Resources Information Center

Lopez, Enrique; Kim, Jennifer; Nandagopal, Kiruthiga; Cardin, Nate; Shavelson, Richard J.; Penn, John H.

2011-01-01

Science, Technology, Engineering, and Mathematics (STEM) education has become a key focus in the U.S. government's public education agenda. Many STEM degrees require the successful completion of undergraduate introductory organic chemistry (O-Chem), which is notorious for its difficulty and high attrition rate. Concept Maps (CM) have been used as…

An Analysis of Retention Factors in Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Johnson, Michael H.

2012-01-01

This mixed-methodological study explored the factors that predict a student's likelihood to complete an undergraduate program in a STEM discipline at one campus reliant upon that mission. Offered in response to a national imperative for the U.S. to compete globally, researchers contend educators must better prepare a STEM foundation and inspire…

Major Gene for Field Stem Rust Resistance Co-Locates with Resistance Gene Sr12 in ‘Thatcher’ Wheat

PubMed Central

Hiebert, Colin W.; Kolmer, James A.; McCartney, Curt A.; Briggs, Jordan; Fetch, Tom; Bariana, Harbans; Choulet, Frederic; Rouse, Matthew N.; Spielmeyer, Wolfgang

2016-01-01

Stem rust, caused by Puccinia graminis (Pgt), is a damaging disease of wheat that can be controlled by utilizing effective stem rust resistance genes. ‘Thatcher’ wheat carries complex resistance to stem rust that is enhanced in the presence of the resistance gene Lr34. The purpose of this study was to examine APR in ‘Thatcher’ and look for genetic interactions with Lr34. A RIL population was tested for stem rust resistance in field nurseries in Canada, USA, and Kenya. BSA was used to find SNP markers associated with reduced stem rust severity. A major QTL was identified on chromosome 3BL near the centromere in all environments. Seedling testing showed that Sr12 mapped to the same region as the QTL for APR. The SNP markers were physically mapped and the region carrying the resistance was searched for sequences with homology to members of the NB-LRR resistance gene family. SNP marker from one NB-LRR-like sequence, NB-LRR3 co-segregated with Sr12. Two additional populations, including one that lacked Lr34, were tested in field nurseries. NB-LRR3 mapped near the maximum LOD for reduction in stem rust severity in both populations. Lines from a population that segregated for Sr12 and Lr34 were tested for seedling Pgt biomass and infection type, as well as APR to field stem rust which showed an interaction between the genes. We concluded that Sr12, or a gene closely linked to Sr12, was responsible for ‘Thatcher’-derived APR in several environments and this resistance was enhanced in the presence of Lr34. PMID:27309724

Major Gene for Field Stem Rust Resistance Co-Locates with Resistance Gene Sr12 in 'Thatcher' Wheat.

PubMed

Hiebert, Colin W; Kolmer, James A; McCartney, Curt A; Briggs, Jordan; Fetch, Tom; Bariana, Harbans; Choulet, Frederic; Rouse, Matthew N; Spielmeyer, Wolfgang

2016-01-01

Stem rust, caused by Puccinia graminis (Pgt), is a damaging disease of wheat that can be controlled by utilizing effective stem rust resistance genes. 'Thatcher' wheat carries complex resistance to stem rust that is enhanced in the presence of the resistance gene Lr34. The purpose of this study was to examine APR in 'Thatcher' and look for genetic interactions with Lr34. A RIL population was tested for stem rust resistance in field nurseries in Canada, USA, and Kenya. BSA was used to find SNP markers associated with reduced stem rust severity. A major QTL was identified on chromosome 3BL near the centromere in all environments. Seedling testing showed that Sr12 mapped to the same region as the QTL for APR. The SNP markers were physically mapped and the region carrying the resistance was searched for sequences with homology to members of the NB-LRR resistance gene family. SNP marker from one NB-LRR-like sequence, NB-LRR3 co-segregated with Sr12. Two additional populations, including one that lacked Lr34, were tested in field nurseries. NB-LRR3 mapped near the maximum LOD for reduction in stem rust severity in both populations. Lines from a population that segregated for Sr12 and Lr34 were tested for seedling Pgt biomass and infection type, as well as APR to field stem rust which showed an interaction between the genes. We concluded that Sr12, or a gene closely linked to Sr12, was responsible for 'Thatcher'-derived APR in several environments and this resistance was enhanced in the presence of Lr34.

Effects of microwaves on the colony-forming capacity of haemopoietic stem cells in mice.

PubMed

Rotkovská, D; Vacek, A; Bartonícková, A

1987-01-01

A suspension of bone marrow cells from femurs of female (CBA X C57Bl)F1 mice was exposed to 2450 MHz CW microwaves in a specially designed waveguide exposure system. The temperature of the suspension rose, during exposure to microwaves, from 20 degrees C to 45 degrees C, and at an interval within 20 degrees C to 45 degrees C the number of haemopoietic stem cells (CFUs) was determined by the spleen exocolony method. The time of exposure of bone marrow cells to each temperature studied was 20 s. Control suspensions of bone marrow cells were exposed to a water bath temperature. There were no significant effects of the CFUs with the water bath temperature, while after exposure to microwaves the number of spleen colonies was elevated with a nadir at the temperature of 37 degrees C. With a microwave-induced increase of the temperature above 41 degrees C the number of CFUs in the bone marrow suspension decreased. The increase in the number of colonies was related to the rise in the seeding rate of the CFUs as well as to a rise in their proliferative activity, while the drop in the number of colonies was influenced also by heat-killing of the CFUs by microwave exposure.

Undergraduate Experiences of Division I Athlete Science, Technology, Engineering, and Mathematics (STEM) Graduates

NASA Astrophysics Data System (ADS)

Comeaux, Eddie; Bachman, Tina; Burton, Rena M.; Aliyeva, Aida

2017-02-01

Employing the conceptual model developed by Comeaux and Harrison (Coll Stud Aff J 30(1):75-87, 2011), this study explored the undergraduate experience of Division I athlete STEM graduates. Data collection involved 17 in-depth interviews with former athletes at two research-intensive, public institutions. Results revealed that pre-college characteristics, involvement in purposeful STEM-related activities, and sport participation, as well as academic support and guidance within athletic departments, play important roles in shaping the experiences of athletes who earn STEM degrees. Implications for student affairs professionals, faculty, and others who frequently interact with college athletes and are committed to creating more equitable educational environments are discussed.

Persistence of Undergraduate Women in STEM Fields

ERIC Educational Resources Information Center

Pedone, Maggie Helene

2016-01-01

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women's persistence in…

Multistage morphological segmentation of bright-field and fluorescent microscopy images

NASA Astrophysics Data System (ADS)

Korzyńska, A.; Iwanowski, M.

2012-06-01

This paper describes the multistage morphological segmentation method (MSMA) for microscopic cell images. The proposed method enables us to study the cell behaviour by using a sequence of two types of microscopic images: bright field images and/or fluorescent images. The proposed method is based on two types of information: the cell texture coming from the bright field images and intensity of light emission, done by fluorescent markers. The method is dedicated to the image sequences segmentation and it is based on mathematical morphology methods supported by other image processing techniques. The method allows for detecting cells in image independently from a degree of their flattening and from presenting structures which produce the texture. It makes use of some synergic information from the fluorescent light emission image as the support information. The MSMA method has been applied to images acquired during the experiments on neural stem cells as well as to artificial images. In order to validate the method, two types of errors have been considered: the error of cell area detection and the error of cell position using artificial images as the "gold standard".

Understanding Nutritional Epidemiology and Its Role in Policy12

PubMed Central

Satija, Ambika; Yu, Edward; Willett, Walter C; Hu, Frank B

2015-01-01

Nutritional epidemiology has recently been criticized on several fronts, including the inability to measure diet accurately, and for its reliance on observational studies to address etiologic questions. In addition, several recent meta-analyses with serious methodologic flaws have arrived at erroneous or misleading conclusions, reigniting controversy over formerly settled debates. All of this has raised questions regarding the ability of nutritional epidemiologic studies to inform policy. These criticisms, to a large degree, stem from a misunderstanding of the methodologic issues of the field and the inappropriate use of the drug trial paradigm in nutrition research. The exposure of interest in nutritional epidemiology is human diet, which is a complex system of interacting components that cumulatively affect health. Consequently, nutritional epidemiology constantly faces a unique set of challenges and continually develops specific methodologies to address these. Misunderstanding these issues can lead to the nonconstructive and sometimes naive criticisms we see today. This article aims to clarify common misunderstandings of nutritional epidemiology, address challenges to the field, and discuss the utility of nutritional science in guiding policy by focusing on 5 broad questions commonly asked of the field. PMID:25593140

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

NASA Astrophysics Data System (ADS)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Pathways in STEM: Factors Affecting the Retention and Attrition of Talented Men and Women from the STEM Pipeline

ERIC Educational Resources Information Center

Heilbronner, Nancy N.

2009-01-01

Many men and women who are talented in science, technology, engineering, and/or mathematics (STEM) choose not to pursue undergraduate majors or careers in these fields. To develop talents in STEM, educators must understand the factors that contribute to an individual's retention in STEM domains, as well as the factors that act as barriers to…

The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

NASA Astrophysics Data System (ADS)

Cupp, Garth Meichel

An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline.

The role of academic ability in choice of major and persistence in STEM fields

NASA Astrophysics Data System (ADS)

Lucietto, Anne Marie

This study is intended to provide a greater understanding of academic ability and to determine whether it plays a role in the choice of college major. Further, it is also intended to evaluate persistence as it relates to the continuation and modification of choice of major among exceptional students and typical students. The population studied included students from nine public universities in the southeastern United States and spans the timeframe inclusive of 1996 through 2010. These universities are part of a dataset known as Multiple Institutions Database for Investigating Engineering Longitudinal Development (MIDFIELD) project. A quantitative research program was developed and instituted to answer research questions focused on academic ability and persistence. MIDFIELD data was examined for typical and exceptional students, contrasting demographic data, choice of major at matriculation, choice of major after completion of a FYE program, and the timing and choice of new major if changed. Exceptional students are defined and extracted from the typical student data as the top 3% of students using composite SAT scores. The composite scores were derived as a result of adding the mathematical and verbal scores. These datasets were tabulated, graphed and compared cross tabulation and clustering were also used to examine the data. Cluster analysis provides a better understanding of students' change of major and continuation in major areas by grouping data by SAT scores and analyzing the majors most represented in each of the clusters. The findings indicate that academic ability is not a predictor of persistence. However, exceptional students most often choose STEM majors and tend to stay in STEM fields if chosen at matriculation or following the completion of an FYE program. Therefore, students with higher SAT scores and high school GPAs are more likely to choose majors in STEM subject areas. When exceptional students are examined separately, the data indicates that they are most likely to choose an engineering major. While typical students that graduated with a business degree frequently began their study in a FYE program.

Stem-like plasticity and heterogeneity of circulating tumor cells: current status and prospect challenges in liver cancer

PubMed Central

Correnti, Margherita; Raggi, Chiara

2017-01-01

Poor prognosis and high recurrence remain leading causes of primary liver cancerassociated mortality. The spread of circulating tumor cells (CTCs) in the blood plays a major role in the initiation of metastasis and tumor recurrence after surgery. Nevertheless, only a subset of CTCs can survive, migrate to distant sites and establish secondary tumors. Consistent with cancer stem cell (CSC) hypothesis, stem-like CTCs might represent a potential source for cancer relapse and distant metastasis. Thus, identification of stem-like metastasis-initiating CTC-subset may provide useful clinically prognostic information. This review will emphasize the most relevant findings of CTCs in the context of stem-like biology associated to liver carcinogenesis. In this view, the emerging field of stem-like CTCs may deliver substantial contribution in liver cancer field in order to move to personalized approaches for diagnosis, prognosis and therapy. PMID:27738343

A Profile of Mexican American, Puerto Rican, and Other Hispanic STEM Doctorates: 1983 TO 1997

NASA Astrophysics Data System (ADS)

Quintana-Baker, Maricel

This article describes the characteristics of Hispanic U. S. citizens who earned doctoral degrees in science, technology, engineering, and mathematics (STEM) from institutions in the United States between 1983 and 1997. The data on this population •were disaggregated by gender and by Hispanic subgroup (i.e., Mexican American, Puerto Rican and other Hispanic). The profile for this population includes parental education, type of financial assistance during time of study, and level of debt on receipt of doctorate. In addition, this research identified and ranked the doctorate-granting institutions according to the absolute number of STEM doctoral degrees they granted to Hispanics during the 15-year period of the study. The results indicate that there are differences among the Hispanic subgroups in this study. Therefore, it is critical thai future researchers understand that studies that analyze Hispanics as one single homogeneous group produce results that are not truly representative and that research, policy, and programmatic efforts must be targeted accordingly.

Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non­-STEM Approaches

ERIC Educational Resources Information Center

Lansiquot, Reneta D., Ed.

2016-01-01

This book highlights models for promoting interdisciplinary thinking and an appreciation for interdisciplinary understanding among students in STEM-related fields. Students majoring in science, technology, engineering, and mathematics often perceive that courses in their major are not related to the general education liberal arts courses required…

Setting FIRES to Stem Cell Research

ERIC Educational Resources Information Center

Miller, Roxanne Grietz

2005-01-01

The goal of this lesson is to present the basic scientific knowledge about stem cells, the promise of stem cell research to medicine, and the ethical considerations and arguments involved. One of the challenges of discussing stem cell research is that the field is constantly evolving and the most current information changes almost daily. Few…

The Influence of Proactive Personality and Coping on Commitment to STEM Majors

ERIC Educational Resources Information Center

Major, Debra A.; Holland, Jonathan M.; Oborn, Kurt L.

2012-01-01

Despite increasing demand for workers in fields that are grounded in science, technology, engineering, and math (STEM), retention rates are low among relevant college majors. Using Web-based survey data from 290 STEM majors, the authors investigated links among personality, coping strategies, and STEM major commitment. Proactive personality was…

Students with Disabilities' Perspectives of STEM Content and Careers

ERIC Educational Resources Information Center

Davis, Kimberly E. Bryant

2014-01-01

The current global economy has led to an increase in the need for workers in the fields of science, technology, engineering, and mathematics (STEM). Underrepresented populations, such as students with disabilities, are being considered as one way meet the STEM workforce shortages. In order to increase students' participation in STEM careers, it…

The stem heat balance method to measure transpiration:Evaluation of a new sensor

USDA-ARS?s Scientific Manuscript database

The direct measurement of crop transpiration (Tcrop) under field conditions and throughout the growing season is difficult to obtain. An available method uses stem flow gauge sensors, based on the stem heat balance. The sensor consists of a small heater that is wrapped around the stem of the plant a...

Effect of nitrogen fertilization and fungicides on Botryosphaeria stem blight lesion development on detached blueberry stems

USDA-ARS?s Scientific Manuscript database

Botryosphaeria stem blight is a destructive disease of blueberries. Field observations indicate stem blight is more severe on vigorous plants than on slower growing plants. Two studies compared the effect of two types of fertilizers applied at four rates and nine fungicides on lesion development fo...

Pressurizing the STEM Pipeline: An Expectancy-Value Theory Analysis of Youths' STEM Attitudes

ERIC Educational Resources Information Center

Ball, Christopher; Huang, Kuo-Ting; Cotten, Shelia R.; Rikard, R. V.

2017-01-01

Over the past decade, there has been a strong national push to increase minority students' positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through…

STEM Attrition among High-Performing College Students in the United States: Scope and Potential Causes

ERIC Educational Resources Information Center

Chen, Xianglei

2015-01-01

Postsecondary education plays a critical role in building a strong workforce in Science, Technology, Engineering, and Mathematics (STEM) fields. The U.S. postsecondary education system, however, frequently loses many potential STEM graduates through attrition. An increasing portion of STEM leavers are top performers who might have made valuable…

Cancer stem cells, cancer cell plasticity and radiation therapy.

PubMed

Vlashi, Erina; Pajonk, Frank

2015-04-01

Since the first prospective identification of cancer stem cells in solid cancers the cancer stem cell hypothesis has reemerged as a research topic of increasing interest. It postulates that solid cancers are organized hierarchically with a small number of cancer stem cells driving tumor growth, repopulation after injury and metastasis. They give rise to differentiated progeny, which lack these features. The model predicts that for any therapy to provide cure, all cancer stem cells have to be eliminated while the survival of differentiated progeny is less critical. In this review we discuss recent reports challenging the idea of a unidirectional differentiation of cancer cells. These reports provide evidence supporting the idea that non-stem cancer cells exhibit a remarkable degree of plasticity that allows them to re-acquire cancer stem cell traits, especially in the context of radiation therapy. We summarize conditions under which differentiation is reversed and discuss the current knowledge of the underlying mechanisms. Copyright © 2014 Elsevier Ltd. All rights reserved.

Gendered Expectations: Examining How Peers Shape Female Students' Intent to Pursue STEM Fields.

PubMed

Riegle-Crumb, Catherine; Morton, Karisma

2017-01-01

Building on prior psychological and sociological research on the power of local environments to shape gendered outcomes in STEM fields, this study focuses on the critical stage of adolescence to explore the potential negative impact of exposure to exclusionary messages from peers within girls' science classrooms, as well as the positive potential impact of inclusionary messages. Specifically, utilizing longitudinal data from a diverse sample of adolescent youth, analyses examine how the presence of biased male peers, as well as confident female peers, shape girls' subsequent intentions to pursue different STEM fields, focusing specifically on intentions to pursue the male-dominated fields of computer science and engineering, as well as more gender equitable fields. Results reveal that exposure to a higher percentage of 8th grade male peers in the classroom who endorsed explicit gender/STEM stereotypes significantly and negatively predicted girls' later intentions to pursue a computer science/engineering (CS/E) major. Yet results also reveal that exposure to a higher percentage of confident female peers in the science classroom positively predicted such intentions. These results were specific to CS/E majors, suggesting that peers are an important source of messages regarding whether or not girls should pursue non-traditional STEM fields. This study calls attention to the importance of examining both positive and negative sources of influence within the local contexts where young people live and learn. Limitations and directions for future research are also discussed.

Gendered Expectations: Examining How Peers Shape Female Students' Intent to Pursue STEM Fields

PubMed Central

Riegle-Crumb, Catherine; Morton, Karisma

2017-01-01

Building on prior psychological and sociological research on the power of local environments to shape gendered outcomes in STEM fields, this study focuses on the critical stage of adolescence to explore the potential negative impact of exposure to exclusionary messages from peers within girls' science classrooms, as well as the positive potential impact of inclusionary messages. Specifically, utilizing longitudinal data from a diverse sample of adolescent youth, analyses examine how the presence of biased male peers, as well as confident female peers, shape girls' subsequent intentions to pursue different STEM fields, focusing specifically on intentions to pursue the male-dominated fields of computer science and engineering, as well as more gender equitable fields. Results reveal that exposure to a higher percentage of 8th grade male peers in the classroom who endorsed explicit gender/STEM stereotypes significantly and negatively predicted girls' later intentions to pursue a computer science/engineering (CS/E) major. Yet results also reveal that exposure to a higher percentage of confident female peers in the science classroom positively predicted such intentions. These results were specific to CS/E majors, suggesting that peers are an important source of messages regarding whether or not girls should pursue non-traditional STEM fields. This study calls attention to the importance of examining both positive and negative sources of influence within the local contexts where young people live and learn. Limitations and directions for future research are also discussed. PMID:28360868

Potential feasibility of dental stem cells for regenerative therapies: stem cell transplantation and whole-tooth engineering.

PubMed

Nakahara, Taka

2011-07-01

Multipotent mesenchymal stem cells from bone marrow are expected to be a somatic stem cell source for the development of new cell-based therapy in regenerative medicine. However, dental clinicians are unlikely to carry out autologous cell/tissue collection from patients (i.e., marrow aspiration) as a routine procedure in their clinics; hence, the utilization of bone marrow stem cells seems impractical in the dental field. Dental tissues harvested from extracted human teeth are well known to contain highly proliferative and multipotent stem cell compartments and are considered to be an alternative autologous cell source in cell-based medicine. This article provides a short overview of the ongoing studies for the potential application of dental stem cells and suggests the utilization of 2 concepts in future regenerative medicine: (1) dental stem cell-based therapy for hepatic and other systemic diseases and (2) tooth replacement therapy using the bioengineered human whole tooth, called the "test-tube dental implant." Regenerative therapies will bring new insights and benefits to the fields of clinical medicine and dentistry.

Women are underrepresented in fields where success is believed to require brilliance.

PubMed

Meyer, Meredith; Cimpian, Andrei; Leslie, Sarah-Jane

2015-01-01

Women's underrepresentation in science, technology, engineering, and mathematics (STEM) fields is a prominent concern in our society and many others. Closer inspection of this phenomenon reveals a more nuanced picture, however, with women achieving parity with men at the Ph.D. level in certain STEM fields, while also being underrepresented in some non-STEM fields. It is important to consider and provide an account of this field-by-field variability. The field-specific ability beliefs (FAB) hypothesis aims to provide such an account, proposing that women are likely to be underrepresented in fields thought to require raw intellectual talent-a sort of talent that women are stereotyped to possess less of than men. In two studies, we provide evidence for the FAB hypothesis, demonstrating that the academic fields believed by laypeople to require brilliance are also the fields with lower female representation. We also found that the FABs of participants with college-level exposure to a field were more predictive of its female representation than those of participants without college exposure, presumably because the former beliefs mirror more closely those of the field's practitioners (the direct "gatekeepers"). Moreover, the FABs of participants with college exposure to a field predicted the magnitude of the field's gender gap above and beyond their beliefs about the level of mathematical and verbal skills required. Finally, we found that beliefs about the importance of brilliance to success in a field may predict its female representation in part by fostering the impression that the field demands solitary work and competition with others. These results suggest new solutions for enhancing diversity within STEM and across the academic spectrum.

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

PubMed Central

Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

Imaging of high-angle annular dark-field scanning transmission electron microscopy and observations of GaN-based violet laser diodes.

PubMed

Shiojiri, M; Saijo, H

2006-09-01

The first part of this paper is devoted to physics, to explain high-angle annular dark-field scanning transmission electron microscopy (HAADF-STEM) imaging and to interpret why HAADF-STEM imaging is incoherent, instructing a strict definition of interference and coherence of electron waves. Next, we present our recent investigations of InGaN/GaN multiple quantum wells and AlGaN/GaN strained-layer superlattice claddings in GaN-based violet laser diodes, which have been performed by HAADF-STEM and high-resolution field-emission gun scanning electron microscopy.

The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females.

PubMed

Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela

2017-01-01

It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-concept. Positive predictors on the other hand included school aspects that are found in the students' favorite subjects at school. The results of the study provide important aspects for STEM education. Even though the students participating in the study presumably had good grades in STEM, stereotypes still corrupted their self-concept. One of the reasons for this might lie in stereotypes that attribute girls' achievements to diligence instead of talent. The results also point out that direct support, particularly by parents, can have a negative impact on female students' self-concept. Activities that are meant to support pupils directly may actually backfire and transport stereotypes instead. This stresses the need for indirect support during socialization, e.g., by providing opportunities for children to have positive experiences or by giving them the chance to meet role models that are enthusiastic about their STEM professions. These kinds of measures have the potential to spur students' interest in STEM subjects-something that in the present study proved to be especially beneficial for women's positive self-concept when studying STEM topics.

The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females

PubMed Central

Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela

2017-01-01

It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-concept. Positive predictors on the other hand included school aspects that are found in the students' favorite subjects at school. The results of the study provide important aspects for STEM education. Even though the students participating in the study presumably had good grades in STEM, stereotypes still corrupted their self-concept. One of the reasons for this might lie in stereotypes that attribute girls' achievements to diligence instead of talent. The results also point out that direct support, particularly by parents, can have a negative impact on female students' self-concept. Activities that are meant to support pupils directly may actually backfire and transport stereotypes instead. This stresses the need for indirect support during socialization, e.g., by providing opportunities for children to have positive experiences or by giving them the chance to meet role models that are enthusiastic about their STEM professions. These kinds of measures have the potential to spur students' interest in STEM subjects—something that in the present study proved to be especially beneficial for women's positive self-concept when studying STEM topics. PMID:28567022

Stem Cell Trials for Cardiovascular Medicine: Ethical Rationale

PubMed Central

Teraa, Martin; Hesam, Husna; van Delden, Johannes J.M.; Verhaar, Marianne C.; Bredenoord, Annelien L.

2014-01-01

Stem cell-based interventions provide new treatment prospects for many disease conditions, including cardiovascular disorders. Clinical trials are necessary to collect adequate evidence on (long-term) safety and efficacy of novel interventions such as stem cells, but the design and launch of clinical trials, from first-in-human studies to larger randomized controlled trials (RCTs), is scientifically and ethically challenging. Stem cells are different from traditional pharmaceuticals, surgical procedures, and medical devices in the following ways: the novelty and complexity of stem cells, the invasiveness of the procedures, and the novel aim of regeneration. These specifics, combined with the characteristics of the study population, will have an impact on the design and ethics of RCTs. The recently closed JUVENTAS trial will serve as an example to identify the (interwoven) scientific and ethical challenges in the design and launch of stem cell RCTs. The JUVENTAS trial has investigated the efficacy of autologous bone marrow cells in end-stage vascular patients, in a double-blind sham-controlled design. We first describe the choices, considerations, and experiences of the JUVENTAS team. Subsequently, we identify the main ethical and scientific challenges and discuss what is important to consider in the design of future stem cell RCTs: assessment of risks and benefits, the choice for outcome measures, the choice for the comparator, the appropriate selection of participants, and adequate informed consent. Additionally, the stem cell field is highly in the spotlight due to the (commercial) interests and expectations. This warrants a cautious pace of translation and scrupulous set up of clinical trials, as failures could put the field in a negative light. At the same time, knowledge from clinical trials is necessary for the field to progress. We conclude that in the scientifically and ethically challenging field of stem cell RCTs, researchers and clinicians have to maneuver between the Skylla of hyper accelerated translation without rigorously conducted RCTs and the Charybdis of the missed opportunity of valuable knowledge. PMID:24164351

The Increasingly Important Role of Science Competency Beliefs for Science Learning in Girls

ERIC Educational Resources Information Center

Vincent-Ruz, Paulette; Schunn, Christian D.

2017-01-01

The number of women studying STEM careers and pursuing graduate degrees has not changed in the last decade (National Student Clearinghouse Research Center, 2015; Science & Engineering Degree Attainment: 2004-2014). Most prior research to explain this problem has focused on the topics of identity, access, pedagogy, and choice (Brotman &…

Design and Assessment of an Associate Degree-Level Plant Operations Technical Education Program

ERIC Educational Resources Information Center

Selwitz, Jason Lawrence

2017-01-01

Research was undertaken to develop and evaluate an associate degree-level technical education program in Plant Operations oriented towards training students in applied science, technology, engineering, and mathematics (STEM) skills and knowledge relevant to a spectrum of processing industries. This work focuses on four aspects of the curriculum…

Patching the Leaky STEM Pipeline: Identifying Institutional Factors That Influence a STEM Qualified Female Undergraduate s Choice of Institution

NASA Astrophysics Data System (ADS)

Hurlock, Ashley J.

Despite increased female participation in the workforce and females earning more undergraduate degrees than men over the past decade, women are still awarded fewer undergraduate degrees than men and hold less than 25% of jobs in the areas of science, technology, engineering and math, or STEM (Beede, et al., 2011). Research shows that females may be leaking from the STEM pipeline because they are not choosing to attend institutions that fulfill their interdisciplinary and non-academic interests or have learning environments that are supportive of their needs. The purpose of this quantitative, cross-sectional survey study, conducted at one non-research intensive university, was to identify institutional factors most pertinent to the decision to attend a non-research intensive university by a "STEM qualified" female undergraduate student. 23 of 45 factors were reported as positively influencing their decision regardless of major. The top six factors for both groups were: average class size, campus environment, a visit to campus, university population size, and major/department offered. The seven factors ranked statistically significantly different between STEM and non-STEM majors were undergraduate research opportunities, faculty reputation, graduate/professional school admission, academic support/tutoring, graduate program available, intramural sports, and off-campus housing. Only two of 17 factors negatively influenced STEM majors who were accepted to a research intensive university: the research intensive university's size and average class sizes were undesirable compared to their current institution. STEM qualified females weighed the importance of non-academic factors as high, or higher, than critical academic factors. STEM qualified females are also choosing to attend the non-research intensive university for a variety of reasons and not simply because another institution did not offer certain academic factors. Future studies should expanded to include other non-research intensive universities, research intensive universities, and high schools in order to further understand the impact that certain factors have on female choice of institution. The authors strongly feel that if institutions which provide a more supportive environment for female undergraduates create successful recruitment initiatives, their female students may be more likely to persist as STEM majors. This could potentially patch one of the substantial leaks in the STEM pipeline for women.

A STEM Exploration with Gears

ERIC Educational Resources Information Center

Deis, Timothy; Julius, Julie

2017-01-01

Science, engineering, and mathematics are fields that many students see as separate entities. But if these fields are combined with technology, they become STEM. This investigation provides a context and allows students to explore mathematics, science, and engineering within that context. It requires students to model with mathematics and find…

CTE's Role in Science, Technology, Engineering and Mathematics

ERIC Educational Resources Information Center

Hyslop, Alisha

2010-01-01

For the last several years, concern has been brewing about America's underinvestment and underperformance in science, technology, engineering and mathematics--the fields collectively known as STEM. STEM can be described as an initiative for securing America's leadership in science, technology, engineering and mathematics fields and identifying…

Students drop out of STEM fields due to poor grades

NASA Astrophysics Data System (ADS)

Balcerak, Ernie

2013-09-01

College students planning to major in science, technology, engineering, and mathematics (STEM) fields often drop out of those fields because of poorer than expected grades, according to a recent study. Conducted by Ralph Stinebrickner of Berea College in Kentucky and Todd Stinebrickner of the University of Western Ontario, the study is a National Bureau of Economic Research working paper published in June 2013.

AccessSTEM: Building Capacity

ERIC Educational Resources Information Center

DO-IT, 2009

2009-01-01

A series of activities were undertaken to understand the underrepresentation of people with disabilities in science, technology, engineering, and mathematics (STEM) careers and increase their participation in these fields. "AccessSTEM" collaborated with key stakeholders to conduct a "Capacity-Building Institute"…

Atomic electric fields revealed by a quantum mechanical approach to electron picodiffraction.

PubMed

Müller, Knut; Krause, Florian F; Béché, Armand; Schowalter, Marco; Galioit, Vincent; Löffler, Stefan; Verbeeck, Johan; Zweck, Josef; Schattschneider, Peter; Rosenauer, Andreas

2014-12-15

By focusing electrons on probes with a diameter of 50 pm, aberration-corrected scanning transmission electron microscopy (STEM) is currently crossing the border to probing subatomic details. A major challenge is the measurement of atomic electric fields using differential phase contrast (DPC) microscopy, traditionally exploiting the concept of a field-induced shift of diffraction patterns. Here we present a simplified quantum theoretical interpretation of DPC. This enables us to calculate the momentum transferred to the STEM probe from diffracted intensities recorded on a pixel array instead of conventional segmented bright-field detectors. The methodical development yielding atomic electric field, charge and electron density is performed using simulations for binary GaN as an ideal model system. We then present a detailed experimental study of SrTiO3 yielding atomic electric fields, validated by comprehensive simulations. With this interpretation and upgraded instrumentation, STEM is capable of quantifying atomic electric fields and high-contrast imaging of light atoms.

Atomic electric fields revealed by a quantum mechanical approach to electron picodiffraction

NASA Astrophysics Data System (ADS)

Müller, Knut; Krause, Florian F.; Béché, Armand; Schowalter, Marco; Galioit, Vincent; Löffler, Stefan; Verbeeck, Johan; Zweck, Josef; Schattschneider, Peter; Rosenauer, Andreas

2014-12-01

By focusing electrons on probes with a diameter of 50 pm, aberration-corrected scanning transmission electron microscopy (STEM) is currently crossing the border to probing subatomic details. A major challenge is the measurement of atomic electric fields using differential phase contrast (DPC) microscopy, traditionally exploiting the concept of a field-induced shift of diffraction patterns. Here we present a simplified quantum theoretical interpretation of DPC. This enables us to calculate the momentum transferred to the STEM probe from diffracted intensities recorded on a pixel array instead of conventional segmented bright-field detectors. The methodical development yielding atomic electric field, charge and electron density is performed using simulations for binary GaN as an ideal model system. We then present a detailed experimental study of SrTiO3 yielding atomic electric fields, validated by comprehensive simulations. With this interpretation and upgraded instrumentation, STEM is capable of quantifying atomic electric fields and high-contrast imaging of light atoms.

Atomic electric fields revealed by a quantum mechanical approach to electron picodiffraction

PubMed Central

Müller, Knut; Krause, Florian F.; Béché, Armand; Schowalter, Marco; Galioit, Vincent; Löffler, Stefan; Verbeeck, Johan; Zweck, Josef; Schattschneider, Peter; Rosenauer, Andreas

2014-01-01

By focusing electrons on probes with a diameter of 50 pm, aberration-corrected scanning transmission electron microscopy (STEM) is currently crossing the border to probing subatomic details. A major challenge is the measurement of atomic electric fields using differential phase contrast (DPC) microscopy, traditionally exploiting the concept of a field-induced shift of diffraction patterns. Here we present a simplified quantum theoretical interpretation of DPC. This enables us to calculate the momentum transferred to the STEM probe from diffracted intensities recorded on a pixel array instead of conventional segmented bright-field detectors. The methodical development yielding atomic electric field, charge and electron density is performed using simulations for binary GaN as an ideal model system. We then present a detailed experimental study of SrTiO3 yielding atomic electric fields, validated by comprehensive simulations. With this interpretation and upgraded instrumentation, STEM is capable of quantifying atomic electric fields and high-contrast imaging of light atoms. PMID:25501385

Who Studies STEM Subjects at a Level and Degree in England? An Investigation into the Intersections between Students' Family Background, Gender and Ethnicity in Determining Choice

ERIC Educational Resources Information Center

Codiroli Mcmaster, Natasha

2017-01-01

The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be…

Sex and Science: How Professor Gender Perpetuates the Gender Gap. NBER Working Paper No. 14959

ERIC Educational Resources Information Center

Carrell, Scott E.; Page, Marianne E.; West, James E.

2009-01-01

Why aren't there more women in science? Female college students are currently 37 percent less likely than males to obtain a bachelor's degree in science, technology, engineering, and math (STEM), and comprise only 25 percent of the STEM workforce. This paper begins to shed light on this issue by exploiting a unique dataset of college students who…

Genetic Variability and Distribution of Mating Type Alleles in Field Populations of Leptosphaeria maculans from France

PubMed Central

Gout, Lilian; Eckert, Maria; Rouxel, Thierry; Balesdent, Marie-Hélène

2006-01-01

Leptosphaeria maculans is the most ubiquitous fungal pathogen of Brassica crops and causes the devastating stem canker disease of oilseed rape worldwide. We used minisatellite markers to determine the genetic structure of L. maculans in four field populations from France. Isolates were collected at three different spatial scales (leaf, 2-m2 field plot, and field) enabling the evaluation of spatial distribution of the mating type alleles and of genetic variability within and among field populations. Within each field population, no gametic disequilibrium between the minisatellite loci was detected and the mating type alleles were present at equal frequencies. Both sexual and asexual reproduction occur in the field, but the genetic structure of these populations is consistent with annual cycles of randomly mating sexual reproduction. All L. maculans field populations had a high level of gene diversity (H = 0.68 to 0.75) and genotypic diversity. Within each field population, the number of genotypes often was very close to the number of isolates. Analysis of molecular variance indicated that >99.5% of the total genetic variability was distributed at a small spatial scale, i.e., within 2-m2 field plots. Population differentiation among the four field populations was low (GST < 0.02), suggesting a high degree of gene exchange between these populations. The high gene flow evidenced here in French populations of L. maculans suggests a rapid countrywide diffusion of novel virulence alleles whenever novel resistance sources are used. PMID:16391041

[Effects of sand-covering on apple trees transpiration and fruit quality in dry land orchards of Longdong, Gansu].

PubMed

Zhang, Kun; Yin, Xiao-ning; Liu, Xiao-yong; Wang, Fa-lin

2010-11-01

Aiming at the seasonal drought in the dry land orchards of Longdong, Gansu Province, a sand-covering experiment was conducted with 15-year-old Nagafu No. 2 apple trees, with the soil water content, temperature, stem sap flow velocity, leaf stomatal conductance, and fruit quality measured. In the orchard covered with 5-cm-thick riversand, the increment of soil temperature in February-April was lower than 1 degrees C, while in June-July, it was 2.44 degrees C and 2.61 degrees C on sunny and cloudy days, respectively. The soil water content was over 60% of field capacity throughout the growing season. On sunny days with high soil water content (H season), the stem sap flow curve presented a wide peak. Under sand- covering, the sap flow started 0.6 h earlier, and the maximum sap flow velocity was 25.5% higher than the control. On cloudy days of H season, the maximum sap flow velocity was 165.6% higher than the control. On sunny days with low soil water content (L season), the sap flow curve had a single peak, and under sand covering, the sap flow started 0.5-1 h earlier than the control on sunny days. The maximum sap flow velocity was 794 g x h(-1). On cloudy days of L season, the sap flow started 1 h earlier, and the maximum sap flow velocity was 311.0% higher than the control. The evaporation of the control was 156.0% higher than that of sand-covering from March to July, suggesting that excessive ground water evaporation was the main reason to cause soil drought. Under sand-covering, single fruit mass was improved obviously whereas fruit firmness was reduced slightly, and soluble solids, vitamin C, total sugar, and organic acid contents were somewhat promoted.

Self-Definition of Women Experiencing a Nontraditional Graduate Fellowship Program

ERIC Educational Resources Information Center

Buck, Gayle A.; Leslie-Pelecky, Diandra L.; Lu, Yun; Plano Clark, Vicki L.; Creswell, John W.

2006-01-01

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may…

Voices from the Past: Messages for a STEM Future

ERIC Educational Resources Information Center

Kelley, Todd R.

2012-01-01

The current emphasis in K-12 education on science, technology, engineering, and mathematics (STEM) (Douglas, Iversen, & Kalyandurg, 2004; Sanders, 2009) creates many ways to partner engineering education with these fields. Therefore, it is appropriate to examine the commonalities these fields have with engineering education. Though much of the…

Regenerative Rehabilitation: Applied Biophysics Meets Stem Cell Therapeutics.

PubMed

Rando, Thomas A; Ambrosio, Fabrisia

2018-03-01

The emerging field of regenerative rehabilitation integrates biological and bioengineering advances in regenerative medicine with rehabilitative sciences. Here we highlight recent stem cell-based examples of the regenerative rehabilitation paradigm to promote tissue repair and regeneration, and we discuss remaining challenges and future directions for the field. Published by Elsevier Inc.

Creating a More Inclusive Talent Pool for the GeoSciences in NOAA Mission Fields:

NASA Astrophysics Data System (ADS)

Rousseau, J.; Trotman, A. A.

2014-12-01

The National Oceanic and Atmospheric Administration (NOAA) Educational Partnership Program (EPP) with Minority Serving Institutions (MSI) is recognized as a model federal Science, Technology, Engineering, and Mathematics, (STEM) education investment. The EPP has a premier goal of increasing the numbers of students, especially from underrepresented communities, who are trained and awarded degrees in NOAA mission-relevant STEM fields. This goal is being achieved through awards to support undergraduate and graduate level student scholarships and to enhance NOAA mission-relevant education, research and internships at EPP Cooperative Science Centers located at MSIs. The internships allow undergraduate students to gain technical experience in STEM fields while gaining an understanding of a science mission agency such as NOAA. EPP has built evidence supporting the value of internships with its Undergraduate Scholarship Program (USP). Program metrics are used to refine and improve the internship to ensure student success. Scholarships are competitively awarded and requires applicants to submit a personal statement detailing the NOAA-relevant professional experience the applicant seeks to acquire, and gauges the depth of understanding of the work of NOAA.A focus is the EPP USP Student Internship at NOAA, which has two training phases. The first occurs at NOAA HQ in Maryland and incorporates exposure to NOAA professional culture including mentoring and professional development for scholarship recipients. The second occurs at NOAA facilities in the 50 states and US Territories. The internship projects are conducted under the supervision of a NOAA mentor and allow the scholars to: acquire increased science and technology skills: be attached to a research group and participate in a research activity as part of the team; and, acquire practical experience and knowledge of the day-to-day work of the NOAA facility. EPP has recently initiated the Experiential Research and Training Opportunities (NERTO) for students from the CSCs. The NERTO is a longer term immersion at NOAA facilities, with a NOAA mentor working collaboratively with their academic advisor on a NOAA science priority. Consequently, the NERTO is strengthening the undergraduate to graduate education and workforce pipeline.

Women are underrepresented in fields where success is believed to require brilliance

PubMed Central

Meyer, Meredith; Cimpian, Andrei; Leslie, Sarah-Jane

2015-01-01

Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) fields is a prominent concern in our society and many others. Closer inspection of this phenomenon reveals a more nuanced picture, however, with women achieving parity with men at the Ph.D. level in certain STEM fields, while also being underrepresented in some non-STEM fields. It is important to consider and provide an account of this field-by-field variability. The field-specific ability beliefs (FAB) hypothesis aims to provide such an account, proposing that women are likely to be underrepresented in fields thought to require raw intellectual talent—a sort of talent that women are stereotyped to possess less of than men. In two studies, we provide evidence for the FAB hypothesis, demonstrating that the academic fields believed by laypeople to require brilliance are also the fields with lower female representation. We also found that the FABs of participants with college-level exposure to a field were more predictive of its female representation than those of participants without college exposure, presumably because the former beliefs mirror more closely those of the field’s practitioners (the direct “gatekeepers”). Moreover, the FABs of participants with college exposure to a field predicted the magnitude of the field’s gender gap above and beyond their beliefs about the level of mathematical and verbal skills required. Finally, we found that beliefs about the importance of brilliance to success in a field may predict its female representation in part by fostering the impression that the field demands solitary work and competition with others. These results suggest new solutions for enhancing diversity within STEM and across the academic spectrum. PMID:25814964

Stem cell hype: media portrayal of therapy translation.

PubMed

Kamenova, Kalina; Caulfield, Timothy

2015-03-11

In this Perspective, we examine the portrayal of translational stem cell research in major daily newspapers in Canada, the United States, and the United Kingdom between 2010 and 2013, focusing on how timelines for stem cell therapies were represented before and after Geron terminated its pioneering stem cell program. Our content analysis reveals that press coverage has shifted from ethical, legal, and social issues to clinical translation issues, and highly optimistic timelines were provided with no substantial change in representation over time. Scientists were the dominant voice with respect to translation timelines. The findings raise questions about the degree to which the media's overly optimistic slant fosters unrealistic expectations regarding the speed of clinical translation and highlight the ethical responsibility of stem cell researchers as public communicators. Copyright © 2015, American Association for the Advancement of Science.

College admissions viewbooks and the grammar of gender, race, and STEM

NASA Astrophysics Data System (ADS)

Osei-Kofi, Nana; Torres, Lisette E.

2015-06-01

Numerous reports on the US economy argue that American higher education institutions must prepare a greater number of workers for employment in science, technology, engineering, and math (STEM), in order for the US to remain globally competitive. To do so, addressing the underrepresentation of women and people of color who pursue degrees in STEM is viewed as critical. In this study we examine one of the most widespread marketing tools used by institutions of higher education to attract prospective students, the admissions viewbook. Specifically, we provide an analysis of the ways in which gender and race are situated in representations of undergraduate STEM education. Our findings, based on a critical and visual textual analysis of 20 viewbooks, suggest that viewbooks convey strong messages concerning race, gender, and issues of belonging, hierarchy, power, and privilege in STEM.

Social Class and the STEM Career Pipeline an Ethnographic Investigation of Opportunity Structures in a High-Poverty versus Affluent High School

ERIC Educational Resources Information Center

Nikischer, Andrea B.

2013-01-01

This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and…

An Effective Model of Developing Teacher Leaders in STEM Education

ERIC Educational Resources Information Center

Sublette, Heidi

2013-01-01

In the last 5 years, industries have begun to recognize a growing gap in the production of college graduates in areas of STEM. Researchers in various industries believe this gap will create a significant loss of competitive edge in the STEM fields, which will leave the United States pursuing STEM graduates from foreign countries and may ultimately…

Public Dialogue with Science and Development for Teachers of STEM: Linking Public Dialogue with Pedagogic Praxis

ERIC Educational Resources Information Center

Watermeyer, Richard; Montgomery, Catherine

2018-01-01

Despite evidence of quality teaching in Science, Technology, Engineering and Mathematics (STEM) subject domains and insistence on the part of many national governments on the economic value of STEM, education, recruitment and retention into STEM subject fields and occupations is said to be continually blighted by a "leaky pipeline". In…

Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges

ERIC Educational Resources Information Center

Sithole, Alec; Chiyaka, Edward T.; McCarthy, Peter; Mupinga, Davison M.; Bucklein, Brian K.; Kibirige, Joachim

2017-01-01

Low student enrollment and high attrition rates in Science, Technology, Engineering, and Mathematics (STEM) education are major challenges in higher education. Many STEM entrants end-up switching their majors to non-STEM fields, perform poorly relative to their peers in other programs, and/or drop out of college without earning any academic…

Increasing the Number of STEM Graduates: Insights from the U.S. STEM Education & Modeling Project

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2010

2010-01-01

The Business-Higher Education Forum's (BHEF's) Securing America's Leadership in STEM Initiative has broken new ground in addressing one of the nation's most critical challenges--increasing the number of students who are interested in and pursue careers in science, technology, engineering or mathematics, the so-called "STEM" fields. The…

The Role of Aspirational Experiences and Behaviors in Cultivating Momentum for Transfer Access in STEM: Variations across Gender and Race

ERIC Educational Resources Information Center

Wang, Xueli; Lee, Seo Young; Prevost, Amy

2017-01-01

Objective: Although upward transfer in science, technology, engineering, and mathematics (STEM) fields represents a prominent national policy concern, community college students' aspirations for transfer in STEM are often impeded, resulting in lower transfer rates. This study investigated four aspects of community college STEM students'…

Designing an Optical Instrument: A Culminating STEM Activity for a Primary Science Light Unit

ERIC Educational Resources Information Center

King, Donna; English, Lyn

2016-01-01

Nationally and internationally there have been calls for a focus on STEM (science, technology, engineering and mathematics) teaching and learning in schools to prepare students for the many future careers in the STEM fields. One way to do this is through engineering activities that provide opportunities for integrating STEM to solve problems using…

High-angle annular dark field scanning transmission electron microscopy on carbon-based functional polymer systems.

PubMed

Sourty, Erwan; van Bavel, Svetlana; Lu, Kangbo; Guerra, Ralph; Bar, Georg; Loos, Joachim

2009-06-01

Two purely carbon-based functional polymer systems were investigated by bright-field conventional transmission electron microscopy (CTEM) and high-angle annular dark-field scanning transmission electron microscopy (HAADF-STEM). For a carbon black (CB) filled polymer system, HAADF-STEM provides high contrast between the CB agglomerates and the polymer matrix so that details of the interface organization easily can be revealed and assignment of the CB phase is straightforward. For a second system, the functional polymer blend representing the photoactive layer of a polymer solar cell, details of its nanoscale organization could be observed that were not accessible with CTEM. By varying the camera length in HAADF-STEM imaging, the contrast can be enhanced between crystalline and amorphous compounds due to diffraction contrast so that nanoscale interconnections between domains are identified. In general, due to its incoherent imaging characteristics HAADF-STEM allows for reliable interpretation of the data obtained.

Electric field imaging of single atoms

PubMed Central

Shibata, Naoya; Seki, Takehito; Sánchez-Santolino, Gabriel; Findlay, Scott D.; Kohno, Yuji; Matsumoto, Takao; Ishikawa, Ryo; Ikuhara, Yuichi

2017-01-01

In scanning transmission electron microscopy (STEM), single atoms can be imaged by detecting electrons scattered through high angles using post-specimen, annular-type detectors. Recently, it has been shown that the atomic-scale electric field of both the positive atomic nuclei and the surrounding negative electrons within crystalline materials can be probed by atomic-resolution differential phase contrast STEM. Here we demonstrate the real-space imaging of the (projected) atomic electric field distribution inside single Au atoms, using sub-Å spatial resolution STEM combined with a high-speed segmented detector. We directly visualize that the electric field distribution (blurred by the sub-Å size electron probe) drastically changes within the single Au atom in a shape that relates to the spatial variation of total charge density within the atom. Atomic-resolution electric field mapping with single-atom sensitivity enables us to examine their detailed internal and boundary structures. PMID:28555629

Application of Lidar remote sensing to the estimation of forest canopy and stand structure

NASA Astrophysics Data System (ADS)

Lefsky, Michael Andrew

A new remote sensing instrument, SLICER (Scanning Lidar Imager of Canopies by Echo Recovery), has been applied to the problem of remote sensing the canopy and stand structure of two groups of deciduous forests, Tulip Poplar-Oak stands in the vicinity of Annapolis, MD. and bottomland hardwood stands near Williamston, NC. The ability of the SLICER instrument to remotely sense the vertical distribution of canopy structure (Canopy Height Profile), bulk canopy transmittance, and several indices of canopy height has been successfully validated using twelve stands with coincident field and SLICER estimates of canopy structure. Principal components analysis has been applied to canopy height profiles from both field sites, and three significant factors were identified, each closely related to the amount of foliage in a recognizable layer of the forest, either understory, midstory, or overstory. The distribution of canopy structure to these layers is significantly correlated with the size and number of stems supporting them. The same layered structure was shown to apply to both field and SLICER remotely sensed canopy height profiles, and to apply to SLICER remotely sensed canopy profiles from both the bottomland hardwood stands in the coastal plain of North Carolina, and to mesic Tulip-Poplars stands in the upland coastal plain of Maryland. Linear regressions have demonstrated that canopy and stand structure are correlated to both a statistically significant and useful degree. Stand age and stem density is more highly correlated to stand height, while stand basal area and aboveground biomass are more closely related to a new measure of canopy structure, the quadratic mean canopy height. A geometric model of canopy structure has been shown to explain the differing relationships between canopy structure and stand basal area for stands of Eastern Deciduous Forest and Douglas Fir Forest.

Computational Tools for Stem Cell Biology

PubMed Central

Bian, Qin; Cahan, Patrick

2016-01-01

For over half a century, the field of developmental biology has leveraged computation to explore mechanisms of developmental processes. More recently, computational approaches have been critical in the translation of high throughput data into knowledge of both developmental and stem cell biology. In the last several years, a new sub-discipline of computational stem cell biology has emerged that synthesizes the modeling of systems-level aspects of stem cells with high-throughput molecular data. In this review, we provide an overview of this new field and pay particular attention to the impact that single-cell transcriptomics is expected to have on our understanding of development and our ability to engineer cell fate. PMID:27318512

Computational Tools for Stem Cell Biology.

PubMed

Bian, Qin; Cahan, Patrick

2016-12-01

For over half a century, the field of developmental biology has leveraged computation to explore mechanisms of developmental processes. More recently, computational approaches have been critical in the translation of high throughput data into knowledge of both developmental and stem cell biology. In the past several years, a new subdiscipline of computational stem cell biology has emerged that synthesizes the modeling of systems-level aspects of stem cells with high-throughput molecular data. In this review, we provide an overview of this new field and pay particular attention to the impact that single cell transcriptomics is expected to have on our understanding of development and our ability to engineer cell fate. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development and Application of STEM for the Biological Sciences

PubMed Central

Sousa, Alioscka A.; Leapman, Richard D.

2012-01-01

The design of the scanning transmission electron microscope (STEM), as conceived originally by Crewe and coworkers, enables the highly efficient and flexible collection of different elastic and inelastic signals resulting from the interaction of a focused probe of incident electrons with a specimen. In the present paper we provide a brief review for how the STEM today can be applied towards a range of different problems in the biological sciences, emphasizing four main areas of application. (1) For three decades, the most widely used STEM technique has been the mass determination of proteins and other macromolecular assemblies. Such measurements can be performed at low electron dose by collecting the high-angle dark-field signal using an annular detector. STEM mass mapping has proven valuable for characterizing large protein assemblies such as filamentous proteins with a well-defined mass per length. (2) The annular dark-field signal can also be used to image ultrasmall, functionalized nanoparticles of heavy atoms for labeling specific aminoacid sequences in protein assemblies. (3) By acquiring electron energy loss spectra (EELS) at each pixel in a hyperspectral image, it is possible to map the distributions of specific bound elements like phosphorus, calcium and iron in isolated macromolecular assemblies or in compartments within sectioned cells. Near single atom sensitivity is feasible provided that the specimen can tolerate a very high incident electron dose. (4) Electron tomography is a new application of STEM that enables three-dimensional reconstruction of micrometer-thick sections of cells. In this technique a probe of small convergence angle gives a large depth of field throughout the thickness of the specimen while maintaining a probe diameter of < 2 nm; and the use of an on-axis bright-field detector reduces the effects of beam broadening and thus improves the spatial resolution compared to that attainable by STEM dark-field tomography. PMID:22749213

Potato stem density effects on canopy development and production

USDA-ARS?s Scientific Manuscript database

Controlled environment studies with potato frequently assume responses from single-stem potato plants can be extrapolated to the field where multiple-stem plants are common. Two controlled environment studies were conducted in order to characterize differences in canopy growth, development, and dry...

STEM Intervention Programs: Funding Practices and Challenges

ERIC Educational Resources Information Center

Rincon, Blanca E.; George-Jackson, Casey E.

2016-01-01

This study examines the funding practices and challenges of diversity initiatives found in the science, technology, engineering, and mathematics (STEM) fields. Interviews with 55 intervention program administrators, representing 48 unique STEM intervention programs, were conducted at nine large research-intensive universities. The interviews,…

Lifelong Learning: Teaching Assistants' Experiences of Economic, Social and Cultural Change Following Completion of a Foundation Degree

ERIC Educational Resources Information Center

Woolhouse, Clare; Dunne, Linda; Goddard, Gill

2009-01-01

This paper stems from a longitudinal research project that explored the perceptions and experiences of teaching assistants (predominantly women) who have undertaken a foundation degree. It draws upon Bourdieu's notion of habitus and investigates shifts in economic, cultural and social capital for this particular group of educational professionals.…

Altered lignin biosynthesis improves cellulosic bioethanol production in transgenic maize plants down-regulated for cinnamyl alcohol dehydrogenase.

PubMed

Fornalé, Silvia; Capellades, Montserrat; Encina, Antonio; Wang, Kan; Irar, Sami; Lapierre, Catherine; Ruel, Katia; Joseleau, Jean-Paul; Berenguer, Jordi; Puigdomènech, Pere; Rigau, Joan; Caparrós-Ruiz, David

2012-07-01

Cinnamyl alcohol dehydrogenase (CAD) is a key enzyme involved in the last step of monolignol biosynthesis. The effect of CAD down-regulation on lignin production was investigated through a transgenic approach in maize. Transgenic CAD-RNAi plants show a different degree of enzymatic reduction depending on the analyzed tissue and show alterations in cell wall composition. Cell walls of CAD-RNAi stems contain a lignin polymer with a slight reduction in the S-to-G ratio without affecting the total lignin content. In addition, these cell walls accumulate higher levels of cellulose and arabinoxylans. In contrast, cell walls of CAD-RNAi midribs present a reduction in the total lignin content and of cell wall polysaccharides. In vitro degradability assays showed that, although to a different extent, the changes induced by the repression of CAD activity produced midribs and stems more degradable than wild-type plants. CAD-RNAi plants grown in the field presented a wild-type phenotype and produced higher amounts of dry biomass. Cellulosic bioethanol assays revealed that CAD-RNAi biomass produced higher levels of ethanol compared to wild-type, making CAD a good target to improve both the nutritional and energetic values of maize lignocellulosic biomass.

Do STEM fields need a makeover?: The effect of role model femininity on men and women's interest in STEM

NASA Astrophysics Data System (ADS)

Howard, Carolynn

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields. This lack of women is problematic because it diminishes perspective, input, and expertise that women could provide. Consequently, this thesis examined the benefits of exposure to peer role models for increasing women's interest in STEM, which may ultimately lead more women to enter STEM fields. The role model research to date has amassed considerable evidence showing that role model exposure is beneficial; yet, questions still remain about what makes these role models effective. Accordingly, this thesis investigated whether feminine female role models increase women's interest in STEM and improve their perceptions of female STEM role models relative to "neutral" female role models. Across three experiments men and women were exposed to role models and their interest in STEM was measured. All experiments exposed participants to one of three articles about a peer role model (a female role model who embodies femininity (e.g. wears makeup), a female role model who has gender neutral qualities/behaviors [e.g., works hard], or a male role model who embodies neutral traits) and Experiments 2 and 3 had a fourth control condition in which participants read about the history of SDSU (a control condition). In the first two experiments interest in physics was measured using an adapted version of the STEM Career Interest Survey (CIS). Experiment 3 used an adapted version of the STEM CIS scale, but measured overall interest in STEM by including subscales for each of the four STEM areas with a composite score serving as the primary dependent variable. Experiments 1 and 2 demonstrated that women's interest in physics was no different than men's after exposure to a feminine female role model compared to a neutral female and neutral male role model. Furthermore, women's interest in physics was greater in the feminine condition compared to all other conditions for the first two experiments, thus demonstrating that a competent feminine role model may be useful in piquing women's interest in physics. Experiment 3, however, did not display this pattern for women's interest in STEM overall.

Design and Assessment of an Associate Degree-Level Plant Operations Technical Education Program

NASA Astrophysics Data System (ADS)

Selwitz, Jason Lawrence

Research was undertaken to develop and evaluate an associate degree-level technical education program in Plant Operations oriented towards training students in applied science, technology, engineering, and mathematics (STEM) skills and knowledge relevant to a spectrum of processing industries. This work focuses on four aspects of the curriculum and course development and evaluation research. First, the context of, and impetus for, what was formerly called vocational education, now referred to as technical or workforce education, is provided. Second, the research that was undertaken to design and evaluate an associate degree-level STEM workforce education program is described. Third, the adaptation of a student self-assessment of learning gains instrument is reviewed, and an analysis of the resulting data using an adapted logic model is provided, to evaluate the extent to which instructional approaches, in two process control/improvement-focused courses, were effective in meeting course-level intended learning outcomes. Finally, eight integrative multiscale exercises were designed from two example process systems, wastewater treatment and fast pyrolysis. The integrative exercises are intended for use as tools to accelerate the formation of an operator-technician's multiscale vision of systems, unit operations, underlying processes, and fundamental reactions relevant to multiple industries. Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. Through development of the curricular, course, and assessment-related instruments and tools, this research helps ensure associate degree-level technical education programs can engage in a continual process of program evaluation and improvement.

STEM enrichment programs and graduate school matriculation: the role of science identity salience

PubMed Central

Serpe, Richard T.

2013-01-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education. PMID:24578606