Browsing by Subject "STEM"
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Item Open Access Comparing Active Learning to Team-Based Learning in Undergraduate Neuroscience.(Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2020-01) Ng, Minna; Newpher, ThomasTeam-based learning (TBL) is a special form of collaborative learning that involves the use of permanent working teams throughout the semester. In this highly structured and interactive teaching method, students perform preparatory activities outside of class to gain factual knowledge and understand basic concepts. In class, students collaborate with peers to apply content, analyze findings, and synthesize new ideas. To better understand the learning outcomes specific to TBL courses, we analyzed end-of-semester course evaluations from an undergraduate neuroscience course taught using either a moderate structure active learning or TBL format. Our analysis reveals that the TBL taught classes had significantly higher levels of self-reported learning in the areas of gaining, understanding, and synthesizing knowledge. We propose that these gains are driven by the TBL readiness assurance process and peer evaluations. Both of these structural components are expected to increase student accountability, motivation, and engagement with course content.Item Open Access D.R.O.N.E.S.: Designing Real-World Outcomes for North Carolina Education in STEM(2019-04-22) Rienks, Keni D.There is a recent impetus for curriculum that enhances skills in science, technology, engineering, and mathematics (STEM) in the K-12 school system. Analysis of STEM curriculum in the US has noted gaps in national test scores compared to other developed countries and has stressed the importance of STEM education on the economic future of the US. The use of unmanned aerial vehicles (commonly known as drones) can be an effective tool in the integration of STEM-related class activities. Lessons designed with drones can provide an exciting and hands-on environment for students to gain practical experience in solving real-world problems. This paper examines current use of drones in K-12 classrooms as aligned with current state and national standards, and it provides insight on successes and disparities on the execution of an introductory course on drones. The lesson provided can serve as a framework for the development of drone curriculum in STEM classrooms that align with North Carolina and Next Generation Science Standards.Item Open Access Evaluating and comparing in-person and virtual experiential learning programs for improving STEM career readiness of students from underrepresented communities(2021-04-19) Jahn, JoThe demand for science, technology, engineering, and mathematics (STEM) workers in the U.S. has grown 24% in the last decade, but only 16% of STEM workers come from Hispanic and African American populations. Because of this disparity, there is a need to direct underrepresented students to STEM careers. The HackBio outreach program in Durham, NC introduces underrepresented high school students to STEM careers and human-environment interactions through experiential learning. The program also provides Duke University undergraduates with opportunities to serve as mentors to the high school students. Historically, HackBio has been an in-person event, but, in 2020, a virtual program was developed due to the pandemic. This program evaluation used pre- and post-event surveys to determine if the high school participants learned about pathways to STEM careers and human-environment interactions, and whether undergraduate mentors improved their leadership and mentoring skills. The evaluation also compared in-person and virtual events. I analyzed survey responses using thematic coding and one-sided t-tests. Both the in-person and virtual event significantly increased high school students’ knowledge of and confidence in environmental hazards in their community and increased their preparedness for the college application process and understanding of STEM research. I also found that undergraduates gained leadership, public speaking, problem-solving, and facilitation skills.Item Open Access How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities(Journal of Writing Research, 2021-02-01) Thompson, RJ; Finkenstaedt-Quinnb, SA; Shultz, GV; Gere, AR; Schmid, L; Dowd, JE; Mburi, M; Schiff, LA; Flashg, P; Reynolds, JAEfforts to accelerate the pace of adoption of writing-to-learn (WTL) practices in undergraduate STEM courses have been limited by a lack of theoretical and conceptual frameworks to systematically guide research and empirical evidence about the extent to which intrapersonal attributes and contextual factors, particularly faculty beliefs and disciplinary cultures, influence faculty use of writing assignments in their teaching. To address these gaps, we adopted an ecological systems perspective and conducted a national survey of faculty in STEM departments across 63 research-intensive universities in the United States. Overall, the findings indicated that 70% of faculty assigned writing. However, the assignment of writing differed by faculty demographics, discipline, and beliefs. More specifically, faculty demographics accounted for 5% of the variance in assignment of writing. Faculty discipline accounted for an additional 6% increment in variance, and faculty epistemic beliefs and beliefs about effectiveness of WTL practices and contextual resources and constraints influencing the use of writing in their teaching together accounted for an additional 30% increment in variance. The findings point to faculty beliefs as salient intervention targets and highlight the importance of disciplinary specific approaches to the promotion of the adoption of WTL practicesItem Open Access The Academic Impacts on College STEM Achievement of High-Rigor Secondary Courses(2021-12-03) Kaufman, HunterOne of the most common ways that students can prepare themselves for rigorous and competitive STEM careers is by taking high-rigor STEM courses in high school, most likely through advanced placement (AP), international baccalaureate (IB), and honors STEM courses. However, the rigor and quality of Secondary course offerings varies, and not all students have equal access. Theis thesis explores how taking high rigor STEM classes (AP, IB, Honors, College, etc) in secondary education affects collegiate outcomes.Item Open Access The Role of a Professional Society in Broadening Participation in Science: A National Model for Increasing Persistence(BIOSCIENCE, 2018-09-01) Mourad, TM; McNulty, AF; Liwosz, D; Tice, K; Abbott, F; Williams, GC; Reynolds, JA