This paper examines the design, activities, and outcomes of the Engineering Academic Boot Camp (EABC), a summer program developed to help first-generation college students transition to university life. The program integrated an academic review component to strengthen students’ understanding of core concepts, practical skill-building, and social activities to provide holistic support. Students participated in lab tours, a coding and data visualization class, and review sessions in subjects such as calculus and physics. They also practiced everyday skills, including navigating the campus bus system and doing laundry. To assess the program’s impact, students completed pre- and post-camp surveys that measured growth and identified areas for improvement. Results indicate that students left the camp more confident and better prepared for college, particularly in academics and campus navigation, with many of these benefits extending into the school year. However, findings also suggest the need for clearer expectations around forming friendships and studying collaboratively. While many participants built strong connections during the camp, these relationships often weakened during the fall semester without additional support. The study highlights the importance of strengthening peer networks throughout the first year and calls for further research on their role in student success.
This paper evaluates an undergraduate student intervention in Science, Technology, Engineering, and Math Education (STEM) at California State University Long Beach (CSULB). It builds on previous work that evaluated several institutions that analyzed first-year students or performed cross-sectional analyses. Data were collected from students enrolled in the CSULB Building Infrastructure Leading to Diversity (BUILD) Initiative. This study used propensity score matching and OLS regression to predict science self-efficacy from exposure to the BUILD intervention. This study’s primary objective is to evaluate components of BUILD with a focus on students who have mentors and participate in scientific research. Results indicate that the BUILD Scholars program and its research participation component have a strong positive association with science self-efficacy. The findings from this study have implications for the design and implementation of STEM interventions for research and practice, specifically regarding mentoring, research, and funding.
“Introduction to Research” (or “Gateway”) courses play a critical role in introducing undergraduates, especially those from historically underrepresented backgrounds, to scientific research norms and skills. This paper describes the co-creation of a model Gateway course by ten institutions located across [area]. Designed to be interdisciplinary, offered to lower division students, and adaptable for both two-year and four-year colleges, the course introduces basic research techniques alongside the customs of scientific research. Developed as part of an undergraduate research training program, the course was intended to prepare students for entering research placements. We report on the collaborative process of course creation, adaptation to individual institutions, and modification over time. Preliminary evaluations suggested positive outcomes for Gateway students. A program-wide evaluation (n = 55) indicated students on average “agreed” or “strongly agreed” they had met guidelines based on the course learning objectives. Pre/post assessments at a pilot site (n = 57) found that participants had significantly higher research knowledge and self-efficacy scores after taking the course. Qualitative student course feedback suggested that students valued the course for the research skills it gave them and thought the curriculum should be more widely available. Overall, this suggests the course met its primary objective of preparing students to enter research placements. We further discuss the challenges and successes of institutionalizing the course across diverse campuses and share key lessons learned from nearly a decade of implementation. We contend that interdisciplinary, lower-division Gateway courses offer broad value and transferable skills for students regardless of their intended career path.
The COVID-19 pandemic highlighted critical gaps in personal protective equipment (PPE) accessibility, particularly for disabled workers in healthcare and STEM fields. While PPE is an essential component of workplace safety, its design and regulatory frameworks often fail to accommodate broad groups of workers, including workers with disabilities, thereby limiting their inclusion in these high-growth sectors. This paper examines PPE as the "last mile" of the employment pipeline for disabled workers, analyzing barriers created by ill-fitting, non-inclusive PPE. This research explores the implications of existing barriers across the PPE ecosystem, highlights the need to expand accessibility, and proposes a framework for inclusive PPE design that maximizes safety, comfort, and usability for all workers. Through a review of regulatory policies, employment statistics, and PPE standards, this paper shows how improving PPE inclusivity can enhance employment outcomes for society—including disabled individuals, promote workplace equity, and strengthen workforce resilience in healthcare and STEM industries.
The purpose of this study was to examine the impact of a theory-based learning community (LC) on student outcomes at a Historically Black University (HBCU) in the Southern United States. The LC used the performance pyramid theoretical model of student supports, and integrated content across biology and college algebra courses. The primary goal was to improve introduction to biology course knowledge. Other goals included increasing college algebra knowledge and student perceptions of supports, and decreasing math anxiety and absences from class. Participants included 408 students (LC, n = 48; biology control, n = 144; mathematics control, n = 216). The LC group had greater performance on biology knowledge compared to the biology control group (p < .001; = .09). The LC group had greater performance on college algebra knowledge compared to the mathematics control group (p = .011; = .05). There were no group differences for student support (p = .293) or math anxiety (p = .618). The LC group reported fewer absences than the mathematics control group (p = .030; = .02). Implications include adopting performance-pyramid-based activities to increase biology course performance. However, modifications directly related to students’ views of support and math anxiety might need to be added.
Engaging more students in STEM fields is a growing priority. This pilot study examined the impacts of the Neupulator, a novel co-robotics curriculum in which secondary students are engaged in robotic design activities where they use their own muscle signals measured by an EMG sensor to control a robotic arm. Framed within an assistive technology context, the curriculum emphasizes human–robot collaboration and socially relevant design challenges to enhance students’ engineering self-efficacy and motivation. The study involved 177 students across five Indiana classrooms, with 131 consenting to participate. Using a retrospective pre–post design, we measured changes in four self-efficacy subconstructs (general, experimental, tinkering, and design) and four motivation subconstructs (intrinsic, identified regulation, extrinsic, and amotivation). Results showed statistically significant, medium-sized gains across all self-efficacy subconstructs, indicating that students felt more capable of engaging in engineering tasks after completing the curriculum. In contrast, motivation scores showed no significant changes, likely reflecting ceiling effects given high baseline levels in this elective course context. Findings demonstrate that secondary teachers can successfully implement this technically complex co-robotics platform after only one day of professional development, and that students benefit from hands-on mastery experiences embedded in a human-centered engineering framework. As a pilot for a larger NSF-funded study, these results suggest that co-robotics curricula framed around socially relevant applications can play a critical role in strengthening engineering self-efficacy, with future research needed to explore broader impacts in required courses and diverse student populations.
Students’ choice of majors significantly impacts their educational outcomes and career trajectories, yet the factors influencing these decisions are not fully understood. This study explored the motivations of 788 science and arts students for selecting their majors, focusing on differences between the two groups. Participants, enrolled in the College of Arts and Sciences at a southeastern U.S. university, completed a survey collecting data on demographics, personal interests, family educational background, participation in high school arts and STEM (Science, Technology, Engineering, and Mathematics) camps, and self-reported motivations for their major choice. Using descriptive statistics and a random forest algorithm, the analysis revealed that 74% of students selected their major based on personal interest. Family influence was also significant, as students were more likely to choose a major similar to one pursued by a family member. A higher proportion of science majors selected their field for perceived job opportunities, while arts majors prioritized passion and creativity. These findings suggest that providing students with information about the long-term benefits and career prospects of various majors may support informed decision-making. Further research is recommended to understand how students develop interest and commitment to specific fields of study.
This study explores teacher’s actions in the implementation of an integrated STEM curriculum embedded with robotics activities with upper-level elementary school students in an after-school setting. The robotics activities are designed to support multidisciplinary learning by engaging students in STEM tasks. Drawing on project-based learning (PBL), the robotics activities situate students’ learning in a hands-on, problem-solving context. This study focuses on the teacher interactions with students while students engaging in a hands-on inquiry and problem-solving process. A qualitative approach was employed; data from video recordings of teacher-student interactions, teacher interviews, and student artifacts revealed how the teacher’s actions facilitated students’ STEM learning and problem-solving in terms of cognitive demand. The findings indicate both the affordances and challenges of implementing and facilitating integrated STEM with robotics activities, particularly for teachers with limited technological backgrounds. Implications for teacher professional development and curriculum design in integrated STEM education are discussed.
While reviewing the Trends in International Mathematics and Science Study (TIMSS) data, Singapore is a leader in math and science (Mullis et al., 2016). Let’s learn from the best. Education is an aspiration not a destination (Ng, 2020) which demands an internal motivation of lifelong learning and change in education with a goal to improve education for all students in the classroom, school, community, state, country, and world. A comparative analysis of current literature published in the last ten years were grouped into themes in education that support the success of science and mathematics of Singaporean students. The literature indicates a spotlight on the governmental policies and support for education to create a profession of highly trained teachers is part of their success. Education should be wholistic and holistic, that is in a constant state of change to meet the needs of current communities and the evolving diverse culture. Singapore is a global leader in mathematics and science education with pedagogies that support learners with abstract content. With the use of hands-on, research projects, and authentic problem-solving activities in math and science students will be more engaged and will experience the joy of learning. Students’ well-being will be improved when they experience the joy of learning.
The retention of first-year college students majoring in Science, Technology, Engineering and Math (STEM) fields is a persistent concern in higher education. A variety of high impact practices can contribute to improving the persistence of STEM majors, particularly among underrepresented groups. One specific practice is the implementation of residential learning communities (RLCs). A new RLC for STEM majors was implemented at a mid-sized comprehensive institution in the mid-Atlantic in 2018. We followed students through their first two years of the program to investigate the impact on retention and student experiences. We found that the cohort model enhanced first-to-second-year retention. Additionally, the RLC was able to facilitate a strong sense of community among the participants, likely impacting their academic success and retention at the college. A better understanding of best practices and their outcomes will help our college and peer institutions provide supports for STEM students to succeed through known attrition points and persist as STEM majors through their first years.
Underrepresentation in engineering disciplines remains a significant issue in higher education and the workforce. This paper presents a quantitative analysis comparing the academic success of participants in an engineering-focused Summer Bridge Program (SBP) to non-participants with similar characteristics. The study evaluates first-year mathematics grades to determine the program's impact on academic performance. Specifically, it examines the outcomes of 431 first-time Black engineering students, including 116 SBP participants, enrolled at a public land-grant institution in the United States from 2012 to 2022. The research aims to identify key factors contributing to success in first-semester math courses by analyzing differences between these groups. Findings reveal that SBP participation is a significant factor for success in Calculus I and overall first-semester GPA. This study demonstrates that proper preparation through SBPs contributes to academic success during the first semester and throughout undergraduate matriculation, offering insights into their effectiveness in supporting underrepresented engineering students.
Introduction of science, technology, engineering, and mathematics (STEM) experiences to students exposes them to a variety of future career options while teaching them critical thinking and problem-solving skills. In many calculus classes, students feel that the material they are learning is abstract and not related to the real world. As a result, they lose interest, becoming less likely to pursue careers in professions that require calculus for their degrees. This study presents a high school curriculum unit that connects mathematical ideas to real life problems in geotechnical engineering to create a stronger connection between concepts. Specifically, in the high school curriculum unit created, slope failures are used to teach different integration methods to boost student engagement and enhance student interest and understanding. Through the discovery learning opportunities presented, junior and senior students were able to take charge while having ownership over their learning. The developed lesson plans were implemented in calculus classrooms at [High School] in [City], [State]. The classroom teacher found students appreciated the hands-on activity in a class that is usually largely lecture focused. Additionally, anecdotal evidence suggested that students developed stronger connections with the material allowing them to form a memory landmark, increasing their ability to recall it later in the academic year. Additionally, the instructor observed an increase in student performance on the Advanced Placement (AP) exam after the implementation of the new curriculum module. Results of a six-question Likert scale survey administered to 34 students in the class that implemented the lesson plans developed in this paper indicated a greater interest in learning about STEM topics and disciplines than about civil engineering. Additionally, there was also a greater interest in pursuing a career in STEM fields than in civil engineering.
The purpose of the present study was to investigate the perception of STEM faculty of Black students’ successes and barriers in STEM attending a historically Black college or university (HBCU). A qualitative approach was used by conducting semi structured interviews with STEM faculty (N = 15) across different HBCUs to engage in an in-depth data collection process to gather data on their insights related to Black students’ experiences in STEM. Utilizing Interpretative phenomenological approach (IPA), three major themes were constructed from the interviews: (1) Perceived challenges for HBCU students in STEM, (2) The role of faculty in students’ persistence in STEM, and (3) Factors helping HBCU students’ persistence in STEM. This research will contribute to the research literature on the recruitment and retention of Black students in STEM by exploring faculty’s perceptions and experiences in STEM, particularly at an HBCU. The results of this study can be used to enhance the recruitment and retention of Black students, specifically at HBCUs.
This research presents a meta-analysis of studies examining the relationship between recreational physical activity and children's performance in STEM (Science, Technology, Engineering, and Mathematics) subjects, with a specific focus on math and science. While previous research has established a positive correlation between physical activity and cognitive function, there is a significant gap in understanding how recreational physical activity in particular influences STEM education. Through a comprehensive analysis of 24 relevant studies, this meta-analysis provides valuable insights into the impact of physical activity on how children perform math and science. The results demonstrate a significant and positive effect, suggesting that integrating recreational physical activities into STEM education could enhance children's achievement in these critical subjects.Keywords: Physical Activity, STEM Education, Academic Performance, Meta-Analysis
Despite national efforts to improve STEM retention, students from historically mar- ginalized backgrounds, particularly those with high financial need or limited academic preparation, continue to leave STEM fields at disproportionately high rates. While many programs offer support, there is limited understanding of how students experience and respond to multi-faceted interventions aimed at improving retention. Beginning in 2009, Lyman Briggs College implemented a cohort-oriented scholarship program that supported students from their second through fourth years. It was built around three layers of support: direct financial aid, peer support, and structured opportunities to explore STEM careers and develop professional skills. The SPRING Program has suc- ceeded in closing some inequitable outcomes in STEM retention for students with high financial need or low pre-college math preparation. Based on analyses of longitudinal student interviews, we find that the most salient component of the program was its role in helping students acquire knowledge of how the academic and professional sys- tem works. We also identify social cohesion and social capital as critical factors in the improved STEM retention outcomes observed. These findings offer actionable insights for those designing STEM retention programs and highlight the importance of fostering community and systems knowledge to support students’ persistence.
Welcome to our department! You are ready to start your journey as a new Assistant Professor in a new city. If you are like many faculty in a STEM field, you made it through your undergraduate courses, sometimes taught by a seemingly uninterested faculty member who read slides for 50 minutes and occasionally worked out a problem on the board. You had a few labs with a grad student in charge. However, although it wasn’t ideal, you made it. This was followed by grad school, where you focused on research. With this much preparation, you must be ready to teach! Maybe you are a more “seasoned” veteran, preparing to teach Circuits I for the 18th time. As you contemplate whether or not you are a good teacher, you think: I end up with a normal distribution of grades, my annual review is fine, my course evaluations are usually above average; I must be a good teacher! However, are you asking: “Are my students learning effectively?” Teaching and Learning STEM: A Practical Guide, second edition, by Dr. Richard Felder and Dr. Rebecca Brent begins with this observation: “Skilled professionals routinely receive training before being certified to practice independently. … It would be unthinkable to allow people to practice a skilled profession without first being trained for it, especially if their mistakes could cause harm to others – unless they are college faculty members.” Indeed, my sister recently started a job selling industrial acoustic panels and had about 4 weeks of training. While it could be difficult to argue that mistakes in the acoustic panel industry could cause harm to others, it makes sense to train a new hire. Academia has a long tradition of not teaching faculty to teach. What can we do about this?
Transitioning from K-12 to college poses significant challenges due to the shift from guided learning to self-directed engagement. Traditional pedagogies such as inquiry-based learning and flipped classrooms have not fully resolved issues like poor retention and low graduation rates in STEM fields, which are critical for economic growth and national security. Higher education often fails to differentiate itself from high school in delivery and relevancy, contributing to student disengagement. Additionally, traditional exam formats induce test anxiety, especially among first-generation and underrepresented students. There is growing recognition that conventional assessment practices hinder meaningful learning, yet alternatives like "ungrading" need practical, quantified substitutes. The Modular Mastery-based Model (M3) addresses these issues by offering courses in modular formats, each representing specific learning objectives that is clearly conveyed to learners. Students master each module at their own pace, demonstrating competency through traditional assessments based on readiness rather than fixed test dates. This approach enhances student engagement, reduces test anxiety, and provides ample, clear and relevant feedback. Clarity and feedback are two critical pillars of effective teaching. Implementation of M3 has shown promising results, with increased student enthusiasm and higher engagement levels. Quantitative data and qualitative feedback suggest substantial and sustainable academic impacts, benefiting all students, from the weakest to the strongest. Future plans are to disseminate M3, expand its scalable implementation, develop training materials, engage stakeholders, conduct workshops, and create an online platform.
The STEM Education Innovation and Research Institute (SEIRI) is a unique independent interdisciplinary unit at Indiana University Indianapolis. An internal evaluation survey was developed to properly assess the strengths and weaknesses of the institute. The design of the survey followed aligning the institute’s mission with the programming provided. The survey participants were sampled from the campus STEM community and divided into three categories: faculty, institutional leadership, and co-curricular stakeholders. Members of the campus STEM community rated SEIRI highly for its contribution to advancing STEM education, supporting initiatives, and innovations. The SEIRI Seed Grant Program (SSG) and the Consultation Research and Evaluation activities were rated the most transformative among the survey participants. All programming provided by SEIRI had more than 50% of their ratings as significantly or transformative for STEM education experiences. The areas of improvement are primarily related to outreach activities to areas of the STEM campus that are underrepresented or are not currently involved with the institute. The steps used to design and perform the evaluation are areas that can be adapted to use by other organizations. Future directions for this work can seek to build longitudinal data sets that can better model and then serve the STEM community on campus.
Stories about Black women's STEM journeys are limited in the literature. To build an innovative STEM ecosystem, all voices must be heard. Since students determine STEM career interest during their formative years, understanding K-12 experiences is crucial for promoting growth and inclusivity. Using a Black feminist thought framework, this study investigates the K-12 STEM experiences of ten Black women who pursued undergraduate STEM majors, specifically examining how they first became interested in STEM and the influences along their journey. Semi-structured interviews and written artifacts provided insight into their experiences. Findings revealed four key themes: initial STEM interest and influencers, family influences, positive and negative teacher characteristics, and role model/mentor characteristics. These women's stories provide an anti-deficit perspective that challenges existing deficit-based literature. The findings offer important insights for educators and scholars on promoting underrepresented students in STEM. Future implications include exploring the stories of other marginalized groups in STEM and investigating the influence of parents, teachers and counselors for Black girls in STEM.
Undergraduate students in the field of Science, Technology, Engineering, Mathematics (STEM) are regularly encouraged and instructed to develop and write an original research paper in their field of expertise. Some undergraduate students may lack the essential skills and strategies to write a research paper or manuscript of sufficent quality for potential publication in a peer-reviewed journal. A sixteen-week writing course was developed for STEM undergraduate students to improve their presentation and writing skills toward increasing their chances of publishing a research article in a peer-reviewed journal. This paper is a report describing a scientific undergraduate writing course (established across a variety of disciplinary STEM fields) and its evaluation based on scoring rubrics and the instructor's oral feedback advice to the students. It was designed and implemented using teaching strategies aligned with pedagogical and learning theories addressing three domains: developmental planning, pedagogical planning, and implementation planning. Pedagogical strategies utilized the Visual, Aural, Read/Write, Kinesthetic (VARK) model and multimodal skills. Implementation of the course content includes using an academic student writing center, oral presentations of the student's research project for the midterm and final course evaluations, and ongoing constructive feedback from the instructor. Undergraduate students showed an increase in their understanding of developing and presenting their proposed research in their respective fields. These strategies have demonstrated a positive outcome in reaching the course goals for STEM undergraduate students during this initial phase of the course development and can be designed and adapted across other academic disciplines. We urge others to implement a similar format for undergraduate STEM courses.
