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  1. Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about student...

    Authors: Kevin A. Nguyen, Maura Borrego, Cynthia J. Finelli, Matt DeMonbrun, Caroline Crockett, Sneha Tharayil, Prateek Shekhar, Cynthia Waters and Robyn Rosenberg
    Citation: International Journal of STEM Education 2021 8:9
  2. Students’ attitudinal beliefs related to how they see themselves in STEM have been a focal point of recent research, given their well-documented links to retention and persistence. These beliefs are most often...

    Authors: Madison E. Andrews, Anita D. Patrick and Maura Borrego
    Citation: International Journal of STEM Education 2021 8:13
  3. Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that develope...

    Authors: Edward Price, Alexandra C. Lau, Fred Goldberg, Chandra Turpen, P. Sean Smith, Melissa Dancy and Steve Robinson
    Citation: International Journal of STEM Education 2021 8:17
  4. Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects...

    Authors: Jeffrey M. Rabin, Adam Burgasser, Thomas J. Bussey, John Eggers, Stanley M. Lo, Sherry Seethaler, Laura Stevens and Haim Weizman
    Citation: International Journal of STEM Education 2021 8:11
  5. Undergraduate research experiences are becoming essential for pursuing future opportunities in science, but little has been done to identify what factors predict which students get to participate in research a...

    Authors: Katelyn M. Cooper, Jacqueline M. Cala and Sara E. Brownell
    Citation: International Journal of STEM Education 2021 8:6
  6. Scientific ideas are often expressed as mathematical equations. Understanding the ideas contained within these equations requires making sense of both the embedded mathematics knowledge and scientific knowledg...

    Authors: FangFang Zhao and Anita Schuchardt
    Citation: International Journal of STEM Education 2021 8:10
  7. This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. We draw attention to PSTs’ initial noticing skills (...

    Authors: Marta T. Magiera and Vecihi S. Zambak
    Citation: International Journal of STEM Education 2021 8:7
  8. Transforming the culture of STEM higher education to be more inclusive and help more students reach STEM careers is challenging. Herein, we describe a new model for STEM higher education transformation, the Su...

    Authors: Jessica Santangelo, Lawrence Hobbie, Jacqueline Lee, Michael Pullin, Eugenia Villa-Cuesta and Alison Hyslop
    Citation: International Journal of STEM Education 2021 8:3
  9. Engagement with particle-level simulations can help students visualize the motion and interactions of gas particles, thus helping them develop a more scientifically accurate mental model. Such engagement outsi...

    Authors: Brianna L. Martinez, Ryan D. Sweeder, Jessica R. VandenPlas and Deborah G. Herrington
    Citation: International Journal of STEM Education 2021 8:5
  10. Inclusive STEM high schools seek to broaden STEM participation by accepting students on the basis of interest rather than test scores and providing a program sufficient to prepare students for a STEM major in ...

    Authors: Barbara Means, Haiwen Wang, Xin Wei, Viki Young and Emi Iwatani
    Citation: International Journal of STEM Education 2021 8:4
  11. Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information...

    Authors: Gillian H. Roehrig, Emily A. Dare, Elizabeth Ring-Whalen and Jeanna R. Wieselmann
    Citation: International Journal of STEM Education 2021 8:2
  12. This study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineerin...

    Authors: Kuen-Yi Lin, Ying-Tien Wu, Yi-Ting Hsu and P. John Williams
    Citation: International Journal of STEM Education 2021 8:1
  13. Science, Technology, Engineering, and Mathematics (STEM) educators and stakeholders in South Africa are interested in the ways STEM students make their career decisions because of the shortages in these critic...

    Authors: Ethel Ndidiamaka Abe and Vitallis Chikoko
    Citation: International Journal of STEM Education 2020 7:60
  14. A considerable body of evidence demonstrates that active, student-centered instructional practices are more effective than lecture-based, transmissionist approaches in improving undergraduate STEM learning. De...

    Authors: Melody McConnell, Lisa Montplaisir and Erika G Offerdahl
    Citation: International Journal of STEM Education 2020 7:53
  15. Differences in post-secondary academic outcomes along dimensions of gender, race/ethnicity, and socioeconomic status are a major concern. Few studies have considered differences in patterns of academic outcome...

    Authors: Lorraine Blatt, Christian D. Schunn, Elizabeth Votruba-Drzal and Benjamin Margolin Rottman
    Citation: International Journal of STEM Education 2020 7:58
  16. STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation fo...

    Authors: Alison Singer, Georgina Montgomery and Shannon Schmoll
    Citation: International Journal of STEM Education 2020 7:57
  17. The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. W...

    Authors: Rachel Teasdale, Katherine Ryker, Karen Viskupic, C. Doug Czajka and Cathryn Manduca
    Citation: International Journal of STEM Education 2020 7:56
  18. Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresente...

    Authors: Sehoya Cotner, Lucas M. Jeno, J. D. Walker, Christian Jørgensen and Vigdis Vandvik
    Citation: International Journal of STEM Education 2020 7:55
  19. Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for under...

    Authors: Gaye D. Ceyhan and John W. Tillotson
    Citation: International Journal of STEM Education 2020 7:54
  20. It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gen...

    Authors: Melissa Dancy, Katherine Rainey, Elizabeth Stearns, Roslyn Mickelson and Stephanie Moller
    Citation: International Journal of STEM Education 2020 7:52
  21. Identity provides a useful conceptual lens for understanding educational inequalities in science, technology, engineering and mathematics (STEM). In this paper, we examine how paying attention to physical and ...

    Authors: Spela Godec, Uma Patel, Louise Archer and Emily Dawson
    Citation: International Journal of STEM Education 2020 7:51
  22. Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, ...

    Authors: Allison S. Liu and Christian D. Schunn
    Citation: International Journal of STEM Education 2020 7:49
  23. This paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a cla...

    Authors: Oi-Lam Ng, Lian Shi and Fridolin Ting
    Citation: International Journal of STEM Education 2020 7:50
  24. Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial mi...

    Authors: Meggan J. Lee, Jasmine D. Collins, Stacy Anne Harwood, Ruby Mendenhall and Margaret Browne Huntt
    Citation: International Journal of STEM Education 2020 7:48
  25. China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital ro...

    Authors: Yan Dong, Jing Wang, Yunying Yang and Premnadh M. Kurup
    Citation: International Journal of STEM Education 2020 7:47
  26. Although mathematics anxiety and self-efficacy are relatively well-researched, there are several uninvestigated terrains. In particular, there is little research on how mathematics anxiety and mathematics self...

    Authors: Dmitri Rozgonjuk, Tiina Kraav, Kristel Mikkor, Kerli Orav-Puurand and Karin Täht
    Citation: International Journal of STEM Education 2020 7:46
  27. Despite the increasing number of science, technology, engineering, and mathematics (STEM) jobs available, concern continues to grow over the low number of students who choose to study and enter STEM fields. Re...

    Authors: Kelli M. Paul, Adam V. Maltese and Dubravka Svetina Valdivia
    Citation: International Journal of STEM Education 2020 7:45
  28. Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experi...

    Authors: James P. Davis, Juan Du, Jia-Hui Tang, Lu Qiao, Yan-Qiu Liu and Feng-Kuang Chiang
    Citation: International Journal of STEM Education 2020 7:44
  29. Inquiry-based teaching (IBT) and improving school climate are the two most commonly used strategies for fostering learning and critical thinking skills in students. IBT has positioned itself as one of the most...

    Authors: Ricardo L. Gómez and Ana María Suárez
    Citation: International Journal of STEM Education 2020 7:43
  30. Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fi...

    Authors: Kaitlyn Atkins, Bryan M. Dougan, Michelle S. Dromgold-Sermen, Hannah Potter, Viji Sathy and A. T. Panter
    Citation: International Journal of STEM Education 2020 7:42
  31. Educational robotics (ER) is increasingly used in classrooms to implement activities aimed at fostering the development of students’ computational thinking (CT) skills. Though previous works have proposed diff...

    Authors: Morgane Chevalier, Christian Giang, Alberto Piatti and Francesco Mondada
    Citation: International Journal of STEM Education 2020 7:39
  32. The higher education literature is replete with deficit-based studies of first-generation college students. By thinking of students’ social relationships as embedded assets, our research adds to an anti-defici...

    Authors: Julie P. Martin, Shannon K. Stefl, Lindsey W. Cain and Aubrie L. Pfirman
    Citation: International Journal of STEM Education 2020 7:37
  33. Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations be...

    Authors: Kinnari Atit, Jason R. Power, Norma Veurink, David H. Uttal, Sheryl Sorby, Grace Panther, Camille Msall, Logan Fiorella and Martha Carr
    Citation: International Journal of STEM Education 2020 7:38
  34. The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development o...

    Authors: Lisa B. Limeri, Nathan T. Carter, Jun Choe, Hannah G. Harper, Hannah R. Martin, Annaleigh Benton and Erin L. Dolan
    Citation: International Journal of STEM Education 2020 7:35
  35. This systematic review identifies factors that prior studies have identified as supporting the academic success of Latinx transfer students, who matriculate at 2-year institutions with respect to earning a 4-y...

    Authors: Erica R. Winterer, Jeffrey E. Froyd, Maura Borrego, Julie P. Martin and Margaret Foster
    Citation: International Journal of STEM Education 2020 7:34
  36. Students with disabilities are underrepresented in undergraduate science, technology, engineering, and mathematics (STEM) courses. Students with disabilities who engage in self-advocacy earn higher GPAs and ar...

    Authors: Mariel A. Pfeifer, Eve Melanie Reiter, McKenna Hendrickson and Julie Dangremond Stanton
    Citation: International Journal of STEM Education 2020 7:33
  37. A growing part of the efforts to promote student engagement and success in undergraduate STEM are the family of Student Support and Outreach Programs (SSOPs), which task undergraduate students with providing s...

    Authors: Hannah Huvard, Robert M. Talbot, Hillary Mason, Amreen Nasim Thompson, Michael Ferrara and Bryan Wee
    Citation: International Journal of STEM Education 2020 7:31
  38. As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in scienc...

    Authors: Erin Sanders O’Leary, Casey Shapiro, Shannon Toma, Hannah Whang Sayson, Marc Levis-Fitzgerald, Tracy Johnson and Victoria L. Sork
    Citation: International Journal of STEM Education 2020 7:32
  39. Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs’ performa...

    Authors: Tong Wan, Ashley A. Geraets, Constance M. Doty, Erin K. H. Saitta and Jacquelyn J. Chini
    Citation: International Journal of STEM Education 2020 7:30
  40. Being a successful peer-led team learning (PLTL) workshop leader involves developing content knowledge and workshop facilitation skills. These skills connected to being a peer leader, however, do not terminate...

    Authors: Anthony Chase, Anusha S. Rao, Prathima Lakmala and Pratibha Varma-Nelson
    Citation: International Journal of STEM Education 2020 7:29
  41. Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students’ interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. Af...

    Authors: Lindley McDavid, Loran Carleton Parker, Weiling Li, Ann Bessenbacher, Anthony Randolph, Alka Harriger and Brad Harriger
    Citation: International Journal of STEM Education 2020 7:28
  42. Recent policies have given momentum to the science, technology, engineering, and mathematics (STEM) education in the USA and throughout the world. This has resulted in rapid growth in engineering and STEM curr...

    Authors: Khomson Keratithamkul, Justine N. Kim and Gillian H. Roehrig
    Citation: International Journal of STEM Education 2020 7:26
  43. This study presents the development of three research tools of scientific creativity. Our aim is to evaluate the development of student creativity while students write digital stories. Three models are linked ...

    Authors: Zacharoula Smyrnaiou, Eleni Georgakopoulou and Sofoklis Sotiriou
    Citation: International Journal of STEM Education 2020 7:25
  44. Concealable stigmatized identities (CSIs) are identities that can be kept hidden or invisible and that carry negative stereotypes. Depression is one of the most common CSIs among undergraduates. However, to ou...

    Authors: Katelyn M. Cooper, Logan E. Gin and Sara E. Brownell
    Citation: International Journal of STEM Education 2020 7:27

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