ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of Gender Bias and Pupils&apos; Attitude towards STEM Disciplines in the Transition between Compulsory and Voluntary Schooling
Author: Siani, Alessandro
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Student Attitudes,STEM Education,Gender Differences,Females,Disproportionate Representation,Secondary School Students,Occupational Aspiration,Males,Extracurricular Activities,Parent Background,Educational Attainment,Correlation,Intention,Higher Education,Career Choice,Student Interests

Tackling the Science, Technology, Engineering, and Mathematics (STEM) skills shortage is an ongoing challenge for governments and policymakers worldwide. While the last decade has seen an increase in student enrolment into STEM degree courses in the UK, the gender gap remains a persistent issue in academia. In order to understand the causes underpinning female under-representation in STEM, it is essential to consider the whole academic pipeline and identify its &quot;leaky points&quot;. As the transition between compulsory and voluntary schooling represents a critical attrition point in the STEM educational pipeline, we conducted a survey to investigate the attitude of a cohort of year 11 and year 12 pupils towards STEM disciplines. Our results indicate that a gender bias is already evident at General Certificate of Secondary Education (GCSE) level, where only 25% of girls expressed the intention to pursue a career in STEM. In both age groups, girls expressed a considerably lower preference for chemistry, physics and ICT, and a higher preference for biology compared to boys in the same year group. Participation in extracurricular activities and parents' educational status both showed a strong correlation with pupils' intention to undertake STEM studies in higher education and pursue a career in a related field. A recurring theme emerging from the survey is that pupils are eager to gain more knowledge about &quot;real life&quot; applications of science and are inspired by interactions with visiting scientists. These results corroborate the notion that outreach activities have a crucial role in promoting engagement in STEM subjects amongst young learners, and are essential towards the endeavour of &quot;mending the pipeline&quot; at an early stage.
Approaches to Measuring Attendance and Engagement
Author: Grey, Simon
Date: 2018-00-00
Type: Journal Articles
Subjects: Attendance,Measurement,Learner Engagement,Student Behavior,Behavior Patterns,Rewards,Student Motivation,Learning Analytics,Student Evaluation,Formative Evaluation,Summative Evaluation,College Students,Computer Science Education,Computer Centers,Laboratories,Computer Software,Recordkeeping

In this paper, we argue that, where we measure student attendance, this creates an extrinsic motivator in the form of a reward for (apparent) engagement and can thus lead to undesirable behaviour and outcomes. We go on to consider a number of other mechanisms to assess or encourage student engagement -- such as interactions with a learning environment -- and whether these are more benign in their impact on student behaviour i.e. they encourage the desired impact as they are not considered threatening, unlike the penalties associated with non-attendance. We consider a case study in Computer Science to investigate student behaviour, assessing different metrics for student engagement, such as the use of source control commits and how this measure of engagement differs from attendance.
Creating an Online Mathematics and Statistics Community of Learners
Author: Hilliam, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Communities of Practice,Computer Mediated Communication,Mathematics Education,Open Universities,Web Sites,Open Educational Resources,College Faculty,Teacher Student Relationship,Foreign Countries

There is an increasing focus within Higher Education on the wider student experience. Student engagement and a well-developed community are associated with greater levels of retention, student satisfaction and success. Whilst creating opportunities for students to engage with each other and staff may be easier in a face-to-face environment, the School of Mathematics and Statistics at The Open University has a long tradition of engaging distance learning students outside the 'classroom' environment. As the opportunities for face-to-face engagement have declined over time, the School has needed to adapt how this support is provided. One such initiative was to provide a subject forum with the specific remit of offering advice on module choice -- the module advice forum. This paper shows how the forum fulfils a set of criteria which define a bounded learning community. Since its creation in the early 90's the forum has flourished and now provides students with the opportunity to engage more fully in issues such as curriculum development and delivery of student support. The key to its success is the wide-ranging community which contributes, besides the students themselves: this includes academics, part-time tutors and advisory student support staff, who all have their 'academic home' in the School of Mathematics and Statistics. The forum is housed on a Study website which provides dedicated resources to which students are referred via the forum to answer specific questions regarding module choice at the appropriate point in their student journey.
Active Learning across Disciplines: Opportunities to Develop Employability Skills and Leadership Potential in Undergraduate Students. A Student and Staff Perspective
Author: Bell, J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Active Learning,Job Skills,Skill Development,Employment Potential,Interdisciplinary Approach,Sciences,Student Research,Research Skills,Creativity,Communication Skills,Time Management,Resilience (Psychology),Teamwork,Foreign Countries

Working effectively within multidisciplinary teams is an important employability skill common in postgraduate working life, but opportunities to develop this are limited in many undergraduate taught programmes. The projects reported here offered twelve level 5 undergraduate students from a range of science disciplines the opportunity to work with each other and staff on a specific research question. This paper explores the experience of cross-disciplinary research from both the student and staff research partners' perspectives. In particular the employability skills gained from such partnership working, the potential for developing and demonstrating leadership skills, and the benefits and disadvantages are discussed.
Bridging the Study Gap: Provision of Support for Mathematics Students during Breaks in Study
Author: Pawley, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Mathematics Instruction,Study Habits,Maintenance,Foreign Countries,Academic Persistence,Academic Support Services,Skill Development,Tutoring,Educational Technology,Technology Uses in Education,Teaching Methods,Mathematics Achievement

Many STEM subjects are strongly hierarchical: learning and progression depends upon threshold concepts and retained knowledge from previous study. To help progress learning, support can be offered during regular study periods, but what happens during breaks between studies? The requirement to provide continuity during study breaks is recognised as vital in assisting students to bridge the knowledge gap and have the best chance of success. At the Open University, we have found that over 64% of students studying one of our second level mathematics modules completed the prerequisite module over a year before starting the module. During this gap, their use of techniques required to study effectively may have become &quot;rusty&quot;. Even students who progress immediately find there are study holes where some of the retained knowledge has been lost. We describe the creation of a 'Revise and Refresh' support program that helped our students revise and refresh the knowledge required to study our level two module successfully.
Experience and Expectations of Transition to Higher Education: A Qualitative Exploration
Author: Goldring, T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,School Orientation,Student Adjustment,Undergraduate Students,Student School Relationship,Self Esteem,Student Satisfaction,Introductory Courses

Transition to higher education is challenging, and more so for some groups. The transition from Level 3 foundation year into Level 4 is an opportunity to explore student perspectives on transition. Qualitative survey and focus group data were collected from current and previous Level 3 students, to ascertain student perceptions about induction, level of belonging, confidence about Level 4 and to identify useful support sources. Over a third of eligible Level 3 students (n = 102) participated, but participation amongst eligible Level 4, 5 and 6 students was limited. Despite the heterogeneous nature of Level 3 students the majority recognised the value of the foundation year. Most Level 3 students did not identify with the university. Those who did highlighted the importance of social outlets such as clubs and societies. A major cause of dissatisfaction was perceived lack of clarity about the foundation year, including the programme, subjects and physical location of the course. This was apparent across all ethnicities, age groups and genders. Among previous Level 3 students, personal sources of support were uniformly valued although the precise source varied by year of study. Support from academic staff, via office hours and as personal tutors, was rated as most important. Enabling academic staff to offer support to students throughout their studies, and clear consistent information available throughout an ongoing transition, may help to minimise these issues.
Measuring the Effectiveness of an Open Ended Team-Based Induction Task
Author: Williams, Dylan P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,College Science,Undergraduate Students,Teamwork,Program Effectiveness,Class Activities,Peer Relationship,Student Projects,Cooperative Planning,Time Management,Problem Solving,Skill Development

An evaluation of a new problem-based, open-ended induction activity for chemistry undergraduates at the University of Leicester was undertaken. Responses to the evaluation questionnaire (N=168) revealed that students appreciated the opportunity to make friends with their course mates (88.1% agreement), to discuss science with other students (76.8% agreement) and to learn how to develop a project plan (77.4% agreement). A considerably smaller number of students agreed that the activity helped them develop their time management (59.5%) or develop their problem solving (45.8%) skills. This suggests that the social benefits (e.g. learning community building) of this activity may outweigh the development of other skills and abilities.
From Students to Scientists: The Impact of Interactive Engagement in Lectures
Author: McMillan, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Lecture Method,College Students,Active Learning,Science Education,Student Attitudes,Skill Development

&quot;Graduate attributes&quot; are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the &quot;quecture&quot; (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students' scientific skill--set and specifically advise the introduction of novel formats such as the quecture early in university level science education.
Researching Skills Development: Students as Partners in This Process
Author: Casey, Samantha Campbell
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Knowledge Level,Skill Development,Job Skills,Transfer of Training,Employment Potential,Labor Market,Documentation,Extracurricular Activities,Foreign Countries

Many employers report that newly qualified graduates lack key skills necessary for success in the workplace. Although variable, many lack general 'transferable' or 'soft' skills including communication and teamworking. Staff at Edinburgh Napier University have sought to address this using the Skills Passport tool. The main element of the Skills Passport is the Skills Evidence Evaluation Record (SEER), which encourages students to document and reflect on their skills throughout their time at university in preparation for employment. The purpose of this study was to explore students' awareness of, and attitudes towards, their own skills development. Two final year students were recruited to the project and collected data from first to fourth year students via a questionnaire they designed to gather data about the Skills Passport and skills development as part of their final year project. In addition, an employer focus group and individual interviews gathered the thoughts of employers regarding graduates' skills sets and the skills important to them as employers. Students were aware that transferable skills are highly desirable, and that extracurricular activities are important; they become increasingly concerned about their skills development as they progress through their studies. These results suggest that students are aware of and are willing to invest extra time in their skills development, but that they require further support from the institution in order to be more confident about future employment prospects.
International Group Work for Sustainable Chemistry
Author: Haxton, Katherine J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,College Students,Distance Education,Chemistry,Science Education,Sustainable Development,International Programs,Foreign Students,Sustainability,Student Attitudes,Program Effectiveness,Cooperative Learning,Cultural Differences

As part of a transnational degree programme, students in the UK and China were linked together to carry out group work. This was enabled by having two versions of our FHEQ Level 4 Sustainable Chemistry module; in person for UK students, and by distance learning for Chinese students. Groups were instructed to discuss issues relating to the UN Sustainable Development Goals in their respective countries and report back individually. Students who found the assignment interesting were more likely to indicate they would keep in touch, while those students who had fewer interactions or found the assessment guidelines unclear found the assignment less interesting and were less likely to wish to remain in touch. This kind of assignment is an example of what can be done with links to other institutions around the world.
Tracking and Assessing Practical Chemistry Skills Development: Practical Skills Portfolios
Author: Wright, James S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Process Skills,Science Laboratories,Foreign Countries,Portfolio Assessment,College Science,College Students,Student Attitudes,Writing Skills,Skill Development,Photography,Self Evaluation (Individuals)

We present the evaluation of the student response to a novel form of practical assessment: the Practical Skills Portfolio (PSP). The PSP is a concise record of a practical activity for the purposes of assessment, which prompts students to engage in reflective practice on laboratory skills, and provides opportunities for enhanced feedback delivered in a timely manner. Key goals of this new approach are to assist students in assimilating the practical skills they are developing during their studies and to support them in developing their ability to write the different components of a full laboratory report.
Exploring Self-Assessments in University Undergraduate Students: How Accurate Are They?
Author: Mulrooney, H. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Foreign Countries,Grades (Scholastic),Student Evaluation,Undergraduate Students,Feedback (Response),Gender Differences

Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.
Demystifying the &quot;Safe Space&quot;: How to Lead Meaningful Race Conversations in the Classroom
Author: Kay, Matthew R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Race,Discussion (Teaching Technique),Listening,Classroom Environment

The first, and ultimately most important, magical concept to be demystified is the safe space. Among progressive educators, the author surmises, no goal is more holy. In each classroom, students are to feel comfortable enough with their various identities to be honest, open, and vulnerable. Conveniently alliterative, the term safe space captures the best dreams of what classrooms can be: havens; calm harbors; shelter from students' stormy home lives, neighborhood violence, or school drama. However, colleagues of the author often share moments when they were not listened to, and how it made them feel. Ignored, unimportant, unsafe especially when nurturing hard conversations about race. It stands to reason, then, according to the author that teachers should create a culture of listening--an act that can be broken into discrete, practicable, and measurable skills. This is the first of many times in his book, &quot;Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom&quot;, from which this article is excerpted, where he offers an approach that is by no means a panacea. Teachers, as some of the most creative people on earth, can create listening activities that fit their own style and pedagogical vision. He shares only what has worked for him, hoping simply to shift the safe space conversation from the realm of magical thinking to a more practical skills-based approach.
Utilising Graduate Teaching Assistants to Implement Active Learning at University Level
Author: Barnes, Stephen M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Active Learning,Barriers,Universities,Educational Resources,Small Group Instruction,Science Instruction,Chemistry,Science Programs,Learning Activities,Foreign Countries,Teaching Methods,Program Descriptions,Student Attitudes,Course Evaluation,Introductory Courses,Undergraduate Students

Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities. This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme. A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17. The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.
Understanding the Different Challenges Facing Students in Transitioning to University Particularly with a Focus on Ethnicity
Author: Parker, Hannah
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Adjustment,Higher Education,Barriers,Developmental Tasks,Student Diversity,Educational Experience,College Freshmen,Ethnicity,Minority Group Students,Educational Attainment,Student School Relationship,Academic Achievement,Outcomes of Education,Student Motivation,Blacks,White Students,Student Attitudes,Educational Environment,College Attendance,Student Personnel Services,Comparative Analysis,Foreign Countries

A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes.
Transition from Passive Learner to Critical Evaluator through Peer-Testing of Programming Artefacts
Author: Grov, Gudmund
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Peer Evaluation,Feedback (Response),Distance Education,College Students,Web Based Instruction,Foreign Countries,Student Attitudes,Instructional Effectiveness

Offering timely feedback on programming while encouraging learners to engage in critical evaluation of programs are the objectives of peer-testing. We report on a peer-testing experiment with students on distant campuses using a Web platform. The experiment shows the potential that peertesting has to help students transition from passive learners to critical evaluators.