Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Trends in Higher Education
Special Issues
STEM in Higher Education
share announcement

STEM in Higher Education

A special issue of Trends in Higher Education (ISSN 2813-4346).

Deadline for manuscript submissions: 31 August 2024 | Viewed by 4406

Special Issue Editors

Dr. Carla C. Johnson

E-Mail Website
Guest Editor
Department of STEM Education, North Carolina State University, Raleigh, NC 27606, USA
Interests: STEM teaching and learning; STEM policy; STEM professional development
Dr. Janet B. Walton

E-Mail Website
Guest Editor
Department of STEM Education, North Carolina State University, Raleigh, NC 27606, USA
Interests: STEM teaching and learning; partnerships; STEM curriculum

Special Issue Information

Dear Colleagues,

The aim of this Special Issue is to examine relevant current research in the area of science, technology, engineering, and mathematics (STEM) teaching and learning in higher education, with a special focus on individuals from historically underserved and underrepresented backgrounds in STEM. Diversity in the STEM workforce remains a pervasive challenge, as evidenced by the considerable underrepresentation of individuals from low socio-economic groups, first-generation college students, and individuals of certain ethnic or racial heritages in postsecondary STEM education programs; consequently, as many have discussed, “we are missing critical contributors to our talent pool”.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Instructional strategies used in post-secondary STEM courses;
  • Academic success and/or progress in STEM degree programs;
  • The mentoring of STEM students;
  • Supplemental supports for STEM students (e.g., tutoring, supplemental instruction);
  • Creating inclusiveness, a community of learners, and other modes of engaging students socially and emotionally;
  • Innovative curricular and pedagogical approaches;
  • Internship, co-op, and other experiential education opportunities;
  • Alignment challenges with K-12 education;
  • The development of STEM identity, STEM interest, and/or STEM self-efficacy;
  • Undergraduate, graduate, and/or technical programs.
  • Workforce development.

We look forward to receiving your contributions.

Dr. Carla C. Johnson
Dr. Janet B. Walton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Trends in Higher Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM
  • teaching
  • learning
  • pedagogy
  • instruction
  • mentoring
  • identity
  • interest
  • self-efficacy
  • community of learners

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review

20 pages, 1513 KiB  
Article
Toward a Holistic Understanding of Factors That Support or Inhibit Graduate Student Success
by Karen M. Collier and Margaret R. Blanchard
Trends High. Educ. 2023, 2(3), 389-408; https://doi.org/10.3390/higheredu2030023 - 23 Jun 2023
Cited by 1 | Viewed by 2837
Abstract
The goal of this research was to gain a holistic understanding of factors that support or inhibit graduate student success, with a particular interest in the experiences of underrepresented minorities, females in STEM, and first-generation college students. The Graduate Student Success Survey (GSSS) [...] Read more.
The goal of this research was to gain a holistic understanding of factors that support or inhibit graduate student success, with a particular interest in the experiences of underrepresented minorities, females in STEM, and first-generation college students. The Graduate Student Success Survey (GSSS) was developed and validated with 537 M.S. and Ph.D. students at a research-intensive university in the southeastern United States. Guided by Maslow’s Hierarchy of Needs and informed by salient factors described in the literature and published surveys, items were developed to measure students’ perceptions of imposter syndrome, microaggressions, microaffirmations, mentoring, sense of belonging, financial support, and mentor relationships. This manuscript details the development of these items and validation of the GSSS with full- and part-time thesis-based graduate students across twelve colleges, six of which were STEM-focused. Validity and reliability were tested with exploratory and confirmatory factor analysis, resulting in a survey with seven subscales. Findings revealed significant differences in these graduate students’ experiences based on their gender identity, racial and ethnic group, citizenship status, and program area. The findings of this study report the experiences of graduate students at one institution. However, the validated survey and the recommendations resulting from the findings could be used to scaffold student success and provide insight for faculty and administrators on how to better support students. Full article
(This article belongs to the Special Issue STEM in Higher Education)
►▼ Show Figures

Figure 1

Review

Jump to: Research

18 pages, 287 KiB  
Review
Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education
by Joanne Daniella Lalujan and Md Zahidul Islam Pranjol
Trends High. Educ. 2024, 3(1), 16-33; https://doi.org/10.3390/higheredu3010002 - 03 Jan 2024
Cited by 1 | Viewed by 874
Abstract
Decolonising the curriculum (DtC) is an emerging concept that continues to challenge higher education institutions globally, with educators and scholars increasingly recognising how traditional curricular structures, content, and pedagogical practices can reinforce colonial biases and marginalise certain student groups. DtC can be seen [...] Read more.
Decolonising the curriculum (DtC) is an emerging concept that continues to challenge higher education institutions globally, with educators and scholars increasingly recognising how traditional curricular structures, content, and pedagogical practices can reinforce colonial biases and marginalise certain student groups. DtC can be seen as a process rather than a phenomenon, one which is ongoing and multiplexed, consisting of elements that aim to dismantle the hierarchy between staff and students and question the ways in which knowledge is produced, valued, and disseminated. The expected outcome is to provide students with an education which is equitable, inclusive, and relevant to their personal lives and experiences. Efforts in DtC have continued to gain traction, but assessment practices remain overlooked as a crucial component, with most decolonising efforts focussed towards content and pedagogy. As such, this review aims to contribute to the conversation by exploring the roots and impacts of colonisation on higher education, particularly within the context of assessment in STEM subjects. We examine various elements of decolonised assessment methods and ultimately suggest project-based learning (PBL) as a comprehensive approach that brings together the aforementioned decolonial elements, illustrating this concept through the examination of a PBL assessment mode study conducted at the University of Sussex. Full article
(This article belongs to the Special Issue STEM in Higher Education)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop