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IMPACT OF STEM CAPSTONE UNDERGRADUATE RESEARCH COURSES AT SAINT AUGUSTINE'S UNIVERSITY.

Cunningham DF, Wurie A, Byfield GE, Melton MA.
UIID-AD: 3843
2015;179-196. doi: 10.1108/s1479-364420150000017009.

This chapter examines the design and impact on student learning in two STEM (Science, Technology, Engineering, and Mathematics) capstone undergraduate research courses at Saint Augustine's University. It discusses how these courses help student metacognitive capabilities as they synthesize their...

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Cunningham DF, Wurie A, Byfield GE, et al. IMPACT OF STEM CAPSTONE UNDERGRADUATE RESEARCH COURSES AT SAINT AUGUSTINE'S UNIVERSITY. 2015;179-196doi: 10.1108/s1479-364420150000017009.
Cunningham, D. F., Wurie, A., Byfield, G. E., & Melton, M. A. (2015). IMPACT OF STEM CAPSTONE UNDERGRADUATE RESEARCH COURSES AT SAINT AUGUSTINE'S UNIVERSITY. 179-196. https://doi.org/10.1108/s1479-364420150000017009
Cunningham, D F, et al. "IMPACT OF STEM CAPSTONE UNDERGRADUATE RESEARCH COURSES AT SAINT AUGUSTINE'S UNIVERSITY." vol. (2015): 179-196. doi: https://doi.org/10.1108/s1479-364420150000017009
Cunningham DF, Wurie A, Byfield GE, Melton MA. IMPACT OF STEM CAPSTONE UNDERGRADUATE RESEARCH COURSES AT SAINT AUGUSTINE'S UNIVERSITY. 2015;179-196. doi: 10.1108/s1479-364420150000017009. UIID-AD: 3843.
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NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields.

Meinke BK, Smith DA, Lawton B, Bartolone L, Schultz G, Manning J, Nasa Astrophy EPO Community.
UIID-AD: 3894
2015;255-260.

Four Science Education and Public Outreach Forums support and coordinate the NASA Science Mission Directorate (SMD) education and public outreach (EPO) community. The mission- and grant-based EPO programs of this EPO community are uniquely poised to foster collaboration between...

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Meinke BK, Smith DA, Lawton B, et al. NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields. 2015;255-260
Meinke, B. K., Smith, D. A., Lawton, B., Bartolone, L., Schultz, G., Manning, J., & Nasa Astrophy EPO Community. (2015). NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields. 255-260.
Meinke, B K, et al. "NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields." vol. (2015): 255-260.
Meinke BK, Smith DA, Lawton B, Bartolone L, Schultz G, Manning J, Nasa Astrophy EPO Community. NASA Astrophysics EPO Community: Serving Groups Historically Underrepresented in STEM Fields. 2015;255-260. UIID-AD: 3894.
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SEMAA-An Afterschool Program and Its Impact.

Brown S, Rajbanshi R.
UIID-AD: 3923
2015;215-220.

Majority of students (K-12) in New Mexico are Hispanic and second language learners and are underrepresented in the STEM fields. Test scores indicate a lack of STEM proficiency the majority of students from New Mexico, and there is a...

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Brown S, Rajbanshi R. SEMAA-An Afterschool Program and Its Impact. 2015;215-220
Brown, S., & Rajbanshi, R. (2015). SEMAA-An Afterschool Program and Its Impact. 215-220.
Brown, S, and Rajbanshi, R. "SEMAA-An Afterschool Program and Its Impact." vol. (2015): 215-220.
Brown S, Rajbanshi R. SEMAA-An Afterschool Program and Its Impact. 2015;215-220. UIID-AD: 3923.
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The innovation and promise of STEM-Oriented cybersecurity charter schools in urban minority communities in the United States as a tool to create a critical business workforce.

Burrell DN, Finch A, Simmons J, Burton SL.
UIID-AD: 3562
2015;271-285. doi: 10.4018/978-1-4666-8345-7.ch015.

This text is an on-going study to provide current information regarding developing underrepresented student populations through STEM specific Charter schools to fulfill pipeline shortages. Current findings show that African Americans are underrepresented in high paying Science, Technology, Engineering, and...

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Burrell DN, Finch A, Simmons J, et al. The innovation and promise of STEM-Oriented cybersecurity charter schools in urban minority communities in the United States as a tool to create a critical business workforce. 2015;271-285doi: 10.4018/978-1-4666-8345-7.ch015.
Burrell, D. N., Finch, A., Simmons, J., & Burton, S. L. (2015). The innovation and promise of STEM-Oriented cybersecurity charter schools in urban minority communities in the United States as a tool to create a critical business workforce. 271-285. https://doi.org/10.4018/978-1-4666-8345-7.ch015
Burrell, D N, et al. "The innovation and promise of STEM-Oriented cybersecurity charter schools in urban minority communities in the United States as a tool to create a critical business workforce." vol. (2015): 271-285. doi: https://doi.org/10.4018/978-1-4666-8345-7.ch015
Burrell DN, Finch A, Simmons J, Burton SL. The innovation and promise of STEM-Oriented cybersecurity charter schools in urban minority communities in the United States as a tool to create a critical business workforce. 2015;271-285. doi: 10.4018/978-1-4666-8345-7.ch015. UIID-AD: 3562.
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Women in Physics in the United States: Recruitment and Retention.

Johnson J, Abramzon N, Benson P, Bertschinger E, Blessing S, Cochran GL, Cox A, Cunningham B, Galbraith-Frew J, Kerby L, Lalanne E, O'Donnell C, Petty S, Sampath S, Seestrom S, Singh C, Spencer C, Woodle KS, Yennello S.
UIID-AD: 3814
2015; doi: 060045 10.1063/1.4937692.

Initiatives to increase the number, persistence, and success of women in physics in the United States reach preteen girls through senior women. Programs exist at both the local and national levels. In addition, researchers have investigated issues related to...

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Johnson J, Abramzon N, Benson P, et al. Women in Physics in the United States: Recruitment and Retention. 2015;doi: 060045 10.1063/1.4937692.
Johnson, J., Abramzon, N., Benson, P., Bertschinger, E., Blessing, S., Cochran, G. L., Cox, A., Cunningham, B., Galbraith-Frew, J., Kerby, L., Lalanne, E., O'Donnell, C., Petty, S., Sampath, S., Seestrom, S., Singh, C., Spencer, C., Woodle, K. S., & Yennello, S. (2015). Women in Physics in the United States: Recruitment and Retention. . https://doi.org/060045 10.1063/1.4937692
Johnson, J, et al. "Women in Physics in the United States: Recruitment and Retention." vol. (2015). doi: https://doi.org/060045 10.1063/1.4937692
Johnson J, Abramzon N, Benson P, Bertschinger E, Blessing S, Cochran GL, Cox A, Cunningham B, Galbraith-Frew J, Kerby L, Lalanne E, O'Donnell C, Petty S, Sampath S, Seestrom S, Singh C, Spencer C, Woodle KS, Yennello S. Women in Physics in the United States: Recruitment and Retention. 2015; doi: 060045 10.1063/1.4937692. UIID-AD: 3814.
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Women in STEM: Family-related challenges and initiatives.

Jean VanessaA, Payne StephanieC, Thompson RebeccaJ.
UIID-AD: 2444
2015;291-311. doi: 10.1007/978-3-319-08891-4_15.

In the current chapter, we highlight the influence that family-related challenges have on STEM academic and nonacademic careers. The objectives of this chapter are fourfold: (I) briefly review gender-related theories used to explain under presentation of women in STEM,...

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Jean VanessaA, Payne StephanieC, Thompson RebeccaJ. Women in STEM: Family-related challenges and initiatives. 2015;291-311doi: 10.1007/978-3-319-08891-4_15.
Jean, V. a. n. e. s. s. a. A., Payne, S. t. e. p. h. a. n. i. e. C., & Thompson, R. e. b. e. c. c. a. J. (2015). Women in STEM: Family-related challenges and initiatives. 291-311. https://doi.org/10.1007/978-3-319-08891-4_15
Jean, Vanessa A, et al. "Women in STEM: Family-related challenges and initiatives." vol. (2015): 291-311. doi: https://doi.org/10.1007/978-3-319-08891-4_15
Jean VanessaA, Payne StephanieC, Thompson RebeccaJ. Women in STEM: Family-related challenges and initiatives. 2015;291-311. doi: 10.1007/978-3-319-08891-4_15. UIID-AD: 2444.
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COMMUNITY COLLEGE PATHWAYS IN THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PIPELINE National Trends and Implications for Increasing Representation.

Hurtado S, Herrera F.
UIID-AD: 467
2014;89-108.

No abstract available.

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Hurtado S, Herrera F. COMMUNITY COLLEGE PATHWAYS IN THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PIPELINE National Trends and Implications for Increasing Representation. 2014;89-108
Hurtado, S., & Herrera, F. (2014). COMMUNITY COLLEGE PATHWAYS IN THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PIPELINE National Trends and Implications for Increasing Representation. 89-108.
Hurtado, S, and Herrera, F. "COMMUNITY COLLEGE PATHWAYS IN THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PIPELINE National Trends and Implications for Increasing Representation." vol. (2014): 89-108.
Hurtado S, Herrera F. COMMUNITY COLLEGE PATHWAYS IN THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PIPELINE National Trends and Implications for Increasing Representation. 2014;89-108. UIID-AD: 467.
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Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation.

Hurtado Sylvia, Herrera Felisha.
UIID-AD: 4524
2014;89-108.

This chapter builds upon a special report titled, Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education published by the U.S. Department of Education, National Center for Education Statistics (NCES), which highlighted the trends in STEM...

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Hurtado Sylvia, Herrera Felisha. Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 2014;89-108
Hurtado, S. y. l. v. i. a., & Herrera, F. e. l. i. s. h. a. (2014). Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 89-108.
Hurtado, Sylvia, and Herrera, Felisha. "Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation." vol. (2014): 89-108.
Hurtado Sylvia, Herrera Felisha. Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 2014;89-108. UIID-AD: 4524.
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Gender and achievement choices.

Eccles JacquelynneS.
UIID-AD: 1656
2014;19-34.

Eccles applies basic research on gender roles to better understand the real-world problem of the underrepresentation of women in STEM fields (science, technology, engineering, and mathematics). By affecting the values associated with particular career fields (e.g., helping people) and'...

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Eccles JacquelynneS. Gender and achievement choices. 2014;19-34
Eccles, J. a. c. q. u. e. l. y. n. n. e. S. (2014). Gender and achievement choices. 19-34.
Eccles, Jacquelynne S. "Gender and achievement choices." vol. (2014): 19-34.
Eccles JacquelynneS. Gender and achievement choices. 2014;19-34. UIID-AD: 1656.
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What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline.

Perez-Felkner Lara, McDonald Sarah-Kathryn, Schneider Barbara.
UIID-AD: 4533
2014;285-320. doi: 10.1017/CBO9781139128933.018.

Although progress has been made in reducing gender inequality in postsecondary education, in the US and in other countries, gender gaps remain in the science, technology, engineering, and mathematics (STEM) fields judged so critical to economic competitiveness. Using the...

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Perez-Felkner Lara, McDonald Sarah-Kathryn, Schneider Barbara. What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline. 2014;285-320doi: 10.1017/CBO9781139128933.018.
Perez-Felkner, L. a. r. a., McDonald, S. a. r. a. h. -. K. a. t. h. r. y. n., & Schneider, B. a. r. b. a. r. a. (2014). What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline. 285-320. https://doi.org/10.1017/CBO9781139128933.018
Perez-Felkner, Lara, et al. "What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline." vol. (2014): 285-320. doi: https://doi.org/10.1017/CBO9781139128933.018
Perez-Felkner Lara, McDonald Sarah-Kathryn, Schneider Barbara. What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline. 2014;285-320. doi: 10.1017/CBO9781139128933.018. UIID-AD: 4533.
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Predicting career aspirations and university majors from academic ability and self-concept: a longitudinal application of the internal-external frame of reference model.

Parker P, Nagy G, Trautwein U, Ludtke O.
UIID-AD: 275
2014;224-246.

Science, technology, engineering, and mathematics university majors are critical pathways toward prestigious careers, yet women are still under-represented in many of these domains. In this chapter, we review the role that self-beliefs play in the development of educational aspirations...

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Parker P, Nagy G, Trautwein U, et al. Predicting career aspirations and university majors from academic ability and self-concept: a longitudinal application of the internal-external frame of reference model. 2014;224-246
Parker, P., Nagy, G., Trautwein, U., & Ludtke, O. (2014). Predicting career aspirations and university majors from academic ability and self-concept: a longitudinal application of the internal-external frame of reference model. 224-246.
Parker, P, et al. "Predicting career aspirations and university majors from academic ability and self-concept: a longitudinal application of the internal-external frame of reference model." vol. (2014): 224-246.
Parker P, Nagy G, Trautwein U, Ludtke O. Predicting career aspirations and university majors from academic ability and self-concept: a longitudinal application of the internal-external frame of reference model. 2014;224-246. UIID-AD: 275.
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Predicting career aspirations and university majors from academic ability and self-concept: A longitudinal applications of the internal-external frame of reference model.

Parker Philip, Nagy Gabriel, Trautwein Ulrich, Lüdtke Oliver.
UIID-AD: 2026
2014;224-246. doi: 10.1017/CBO9781139128933.015.

Science, technology, engineering, and mathematics university majors are critical pathways toward prestigious careers, yet women are still underrepresented in many of these domains. In this chapter, we review the role that self-beliefs play in the development of educational aspirations...

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Parker Philip, Nagy Gabriel, Trautwein Ulrich, et al. Predicting career aspirations and university majors from academic ability and self-concept: A longitudinal applications of the internal-external frame of reference model. 2014;224-246doi: 10.1017/CBO9781139128933.015.
Parker, P. h. i. l. i. p., Nagy, G. a. b. r. i. e. l., Trautwein, U. l. r. i. c. h., & Lüdtke, O. l. i. v. e. r. (2014). Predicting career aspirations and university majors from academic ability and self-concept: A longitudinal applications of the internal-external frame of reference model. 224-246. https://doi.org/10.1017/CBO9781139128933.015
Parker, Philip, et al. "Predicting career aspirations and university majors from academic ability and self-concept: A longitudinal applications of the internal-external frame of reference model." vol. (2014): 224-246. doi: https://doi.org/10.1017/CBO9781139128933.015
Parker Philip, Nagy Gabriel, Trautwein Ulrich, Lüdtke Oliver. Predicting career aspirations and university majors from academic ability and self-concept: A longitudinal applications of the internal-external frame of reference model. 2014;224-246. doi: 10.1017/CBO9781139128933.015. UIID-AD: 2026.
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Showing 13 to 24 of 259 entries