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Showing 217 to 228 of 259 entries
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Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities.

Gentile James, Brenner Kerry, Stephens Amy.
UIID-AD: 4427
2017;

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that...

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Gentile James, Brenner Kerry, Stephens Amy. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. 2017;
Gentile, J. a. m. e. s., Brenner, K. e. r. r. y., & Stephens, A. m. y. (2017). Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. .
Gentile, James, et al. "Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities." vol. (2017).
Gentile James, Brenner Kerry, Stephens Amy. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. 2017; UIID-AD: 4427.
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Encouraging and increasing student engagement and participation in an online classroom.

Woods K.
UIID-AD: 4332
2016;1335-1357. doi: 10.4018/978-1-5225-0783-3.ch065.

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed...

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Woods K. Encouraging and increasing student engagement and participation in an online classroom. 2016;1335-1357doi: 10.4018/978-1-5225-0783-3.ch065.
Woods, K. (2016). Encouraging and increasing student engagement and participation in an online classroom. 1335-1357. https://doi.org/10.4018/978-1-5225-0783-3.ch065
Woods, K. "Encouraging and increasing student engagement and participation in an online classroom." vol. (2016): 1335-1357. doi: https://doi.org/10.4018/978-1-5225-0783-3.ch065
Woods K. Encouraging and increasing student engagement and participation in an online classroom. 2016;1335-1357. doi: 10.4018/978-1-5225-0783-3.ch065. UIID-AD: 4332.
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Improving K-12 STEM Education Outcomes through Technological Integration.

Urban MichaelJ, Falvo DavidA.
UIID-AD: 4729
2016;

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in...

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Urban MichaelJ, Falvo DavidA. Improving K-12 STEM Education Outcomes through Technological Integration. 2016;
Urban, M. i. c. h. a. e. l. J., & Falvo, D. a. v. i. d. A. (2016). Improving K-12 STEM Education Outcomes through Technological Integration. .
Urban, Michael J, and Falvo, David A. "Improving K-12 STEM Education Outcomes through Technological Integration." vol. (2016).
Urban MichaelJ, Falvo DavidA. Improving K-12 STEM Education Outcomes through Technological Integration. 2016; UIID-AD: 4729.
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Innovative instruction in STEM education: The role of student feedback in the development of a flipped classroom.

Coyle VC, Newman DL, Connor KA.
UIID-AD: 4790
2016;155-180. doi: 10.4018/978-1-5225-0783-3.ch008.

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant...

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Coyle VC, Newman DL, Connor KA. Innovative instruction in STEM education: The role of student feedback in the development of a flipped classroom. 2016;155-180doi: 10.4018/978-1-5225-0783-3.ch008.
Coyle, V. C., Newman, D. L., & Connor, K. A. (2016). Innovative instruction in STEM education: The role of student feedback in the development of a flipped classroom. 155-180. https://doi.org/10.4018/978-1-5225-0783-3.ch008
Coyle, V C, et al. "Innovative instruction in STEM education: The role of student feedback in the development of a flipped classroom." vol. (2016): 155-180. doi: https://doi.org/10.4018/978-1-5225-0783-3.ch008
Coyle VC, Newman DL, Connor KA. Innovative instruction in STEM education: The role of student feedback in the development of a flipped classroom. 2016;155-180. doi: 10.4018/978-1-5225-0783-3.ch008. UIID-AD: 4790.
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An Investigation of Digital Games Features That Appeal to Young Females and Males.

Osunde J, Windall G, Bacon L, Mackinnon L.
UIID-AD: 3909
2015;694-702.

This research is part of an attempt to address the well-known problem of female underrepresentation in computer science education and industry. This problem starts between ages 11 to 14 and gets progressively worse in what is often referred to...

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Osunde J, Windall G, Bacon L, et al. An Investigation of Digital Games Features That Appeal to Young Females and Males. 2015;694-702
Osunde, J., Windall, G., Bacon, L., & Mackinnon, L. (2015). An Investigation of Digital Games Features That Appeal to Young Females and Males. 694-702.
Osunde, J, et al. "An Investigation of Digital Games Features That Appeal to Young Females and Males." vol. (2015): 694-702.
Osunde J, Windall G, Bacon L, Mackinnon L. An Investigation of Digital Games Features That Appeal to Young Females and Males. 2015;694-702. UIID-AD: 3909.
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CodePlus - Designing an After School Computing Programme for Girls.

Ieee, Sullivan K, Byrne JR, Bresnihan N, O'Sullivan K, Tangney B.
UIID-AD: 3943
2015;578-582.

Women are underrepresented in the field of Computer Science. This project aims to help Secondary School girls develop an insight into the role computers play in society and to learn some of the key skills in computing including computer...

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Ieee, Sullivan K, Byrne JR, et al. CodePlus - Designing an After School Computing Programme for Girls. 2015;578-582
Ieee, Sullivan, K., Byrne, J. R., Bresnihan, N., O'Sullivan, K., & Tangney, B. (2015). CodePlus - Designing an After School Computing Programme for Girls. 578-582.
Ieee, et al. "CodePlus - Designing an After School Computing Programme for Girls." vol. (2015): 578-582.
Ieee, Sullivan K, Byrne JR, Bresnihan N, O'Sullivan K, Tangney B. CodePlus - Designing an After School Computing Programme for Girls. 2015;578-582. UIID-AD: 3943.
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Comparing Students' Mathematics Achievement by Their School Types Inclusive STEM Schools that implemented PLTW curriculum with Inclusive STEM Schools that did not Implement PLTW.

Ieee, Bicer A, Boedeker P, Kopparla M, Capraro RM, Capraro MM.
UIID-AD: 3825
2015;1363-1367.

Inclusive STEM high schools (ISHSs) are increasingly emerging in the research literature and have yielded promising effects on students' science and mathematics achievement [1; 2; 3]. ISHSs emphasized STEM preparation for underrepresented subpopulations and offered open enrollment. In the...

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Ieee, Bicer A, Boedeker P, et al. Comparing Students' Mathematics Achievement by Their School Types Inclusive STEM Schools that implemented PLTW curriculum with Inclusive STEM Schools that did not Implement PLTW. 2015;1363-1367
Ieee, Bicer, A., Boedeker, P., Kopparla, M., Capraro, R. M., & Capraro, M. M. (2015). Comparing Students' Mathematics Achievement by Their School Types Inclusive STEM Schools that implemented PLTW curriculum with Inclusive STEM Schools that did not Implement PLTW. 1363-1367.
Ieee, et al. "Comparing Students' Mathematics Achievement by Their School Types Inclusive STEM Schools that implemented PLTW curriculum with Inclusive STEM Schools that did not Implement PLTW." vol. (2015): 1363-1367.
Ieee, Bicer A, Boedeker P, Kopparla M, Capraro RM, Capraro MM. Comparing Students' Mathematics Achievement by Their School Types Inclusive STEM Schools that implemented PLTW curriculum with Inclusive STEM Schools that did not Implement PLTW. 2015;1363-1367. UIID-AD: 3825.
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First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students.

Ieee, Godwin A, Verdin D.
UIID-AD: 3949
2015;2059-2066.

This study investigates first-generation and non-first-generation engineering undergraduates' math/science identities, subject-related interests, and career plans. First-generation students are an understudied, but growing population. Understanding how these self-beliefs and background factors affect students' engineering choice can help widen pathways into...

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Ieee, Godwin A, Verdin D. First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students. 2015;2059-2066
Ieee, Godwin, A., & Verdin, D. (2015). First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students. 2059-2066.
Ieee, et al. "First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students." vol. (2015): 2059-2066.
Ieee, Godwin A, Verdin D. First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students. 2015;2059-2066. UIID-AD: 3949.
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Fit for Science A course for teaching to organize, perform and present scientific work in engineering with mobile devices.

Ieee, May D, Ossenberg P.
UIID-AD: 3893
2015;176-183.

In German higher engineering education the meaningful use of mobile devices is still underrepresented and seldom goes beyond simple technology provision. This is the case although the use of mobile devices offers completely new opportunities for teaching and learning...

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Ieee, May D, Ossenberg P. Fit for Science A course for teaching to organize, perform and present scientific work in engineering with mobile devices. 2015;176-183
Ieee, May, D., & Ossenberg, P. (2015). Fit for Science A course for teaching to organize, perform and present scientific work in engineering with mobile devices. 176-183.
Ieee, et al. "Fit for Science A course for teaching to organize, perform and present scientific work in engineering with mobile devices." vol. (2015): 176-183.
Ieee, May D, Ossenberg P. Fit for Science A course for teaching to organize, perform and present scientific work in engineering with mobile devices. 2015;176-183. UIID-AD: 3893.
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Qualitative Assessment of the University of Texas System Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An International Experience in Research and Culture.

Ieee, Flores B, Knaust H, Arciero-Pino A, Gonzales L, Quintana-Baker M.
UIID-AD: 3820
2015;105-109.

Since 1993 nine universities in the University of Texas System and several affiliated community colleges have worked collaboratively to promote STEM undergraduate research through the Louis Stokes Alliance for Minority Participation. In 2012 the Alliance was recognized as a...

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Ieee, Flores B, Knaust H, et al. Qualitative Assessment of the University of Texas System Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An International Experience in Research and Culture. 2015;105-109
Ieee, Flores, B., Knaust, H., Arciero-Pino, A., Gonzales, L., & Quintana-Baker, M. (2015). Qualitative Assessment of the University of Texas System Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An International Experience in Research and Culture. 105-109.
Ieee, et al. "Qualitative Assessment of the University of Texas System Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An International Experience in Research and Culture." vol. (2015): 105-109.
Ieee, Flores B, Knaust H, Arciero-Pino A, Gonzales L, Quintana-Baker M. Qualitative Assessment of the University of Texas System Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An International Experience in Research and Culture. 2015;105-109. UIID-AD: 3820.
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THE IMPACT OF UNDERGRADUATE RESEARCH IN STEM AT MORGAN STATE UNIVERSITY ON THE PRODUCTION OF DOCTORAL DEGREES IN ENGINEERING AND THE SCIENCES.

Ladeji-Osias J, Hohmann C, Hargett S, Brown L, Hughes-Darden C, Reece M.
UIID-AD: 3880
2015;143-175. doi: 10.1108/s1479-364420150000017008.

Morgan State University (Morgan) is a leading undergraduate institution for black science and engineering doctoral degree recipients. Morgan also is a leader in the production of black engineering degree recipients in the United States. This chapter provides a historic...

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Ladeji-Osias J, Hohmann C, Hargett S, et al. THE IMPACT OF UNDERGRADUATE RESEARCH IN STEM AT MORGAN STATE UNIVERSITY ON THE PRODUCTION OF DOCTORAL DEGREES IN ENGINEERING AND THE SCIENCES. 2015;143-175doi: 10.1108/s1479-364420150000017008.
Ladeji-Osias, J., Hohmann, C., Hargett, S., Brown, L., Hughes-Darden, C., & Reece, M. (2015). THE IMPACT OF UNDERGRADUATE RESEARCH IN STEM AT MORGAN STATE UNIVERSITY ON THE PRODUCTION OF DOCTORAL DEGREES IN ENGINEERING AND THE SCIENCES. 143-175. https://doi.org/10.1108/s1479-364420150000017008
Ladeji-Osias, J, et al. "THE IMPACT OF UNDERGRADUATE RESEARCH IN STEM AT MORGAN STATE UNIVERSITY ON THE PRODUCTION OF DOCTORAL DEGREES IN ENGINEERING AND THE SCIENCES." vol. (2015): 143-175. doi: https://doi.org/10.1108/s1479-364420150000017008
Ladeji-Osias J, Hohmann C, Hargett S, Brown L, Hughes-Darden C, Reece M. THE IMPACT OF UNDERGRADUATE RESEARCH IN STEM AT MORGAN STATE UNIVERSITY ON THE PRODUCTION OF DOCTORAL DEGREES IN ENGINEERING AND THE SCIENCES. 2015;143-175. doi: 10.1108/s1479-364420150000017008. UIID-AD: 3880.
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Women in STEM: The Impact of STEM PBL Implementation on Performance, Attrition, and Course Choice of Women.

Ieee, Boedeker P, Capraro RM, Capraro MM, Nite S.
UIID-AD: 3827
2015;952-959.

Women are underrepresented in STEM fields, and their attrition from the STEM pipeline begins in high school. In this study, the performance, attrition, and course selection of women in mathematics and science subjects were examined in a school where...

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Ieee, Boedeker P, Capraro RM, et al. Women in STEM: The Impact of STEM PBL Implementation on Performance, Attrition, and Course Choice of Women. 2015;952-959
Ieee, Boedeker, P., Capraro, R. M., Capraro, M. M., & Nite, S. (2015). Women in STEM: The Impact of STEM PBL Implementation on Performance, Attrition, and Course Choice of Women. 952-959.
Ieee, et al. "Women in STEM: The Impact of STEM PBL Implementation on Performance, Attrition, and Course Choice of Women." vol. (2015): 952-959.
Ieee, Boedeker P, Capraro RM, Capraro MM, Nite S. Women in STEM: The Impact of STEM PBL Implementation on Performance, Attrition, and Course Choice of Women. 2015;952-959. UIID-AD: 3827.
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Showing 217 to 228 of 259 entries