Supporting economically disadvantaged students from Nicaragua in STEM-C fields

Bojić, Iva; Podobnik, Vedran; Arratia, Juan F.; Grgić, Mislav

doi:10.1109/fie.2016.7757526

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…When it comes to developing countries, lack of access to high-quality STEM courses has been one of the factors that has hindered students’ enrollment in traditional STEM fields [ 17 ]; this may be especially true for females from developing countries. In addition to local programs to promote STEM education in developing countries [ 25 ], the free and easy access to online courses provided by elite universities may spark the interest of learners in developing countries to pursue STEM education. Research shows that internet users, especially females from developing countries, were more interested in working in STEM fields than their peers in developed countries [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

et al. 2018

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Massive Open Online Courses (MOOCs) have the potential to democratize education by providing learners with access to high-quality free online courses. However, evidence supporting this democratization across countries is limited. We explored the question of MOOC democratization by conducting cross-national comparisons of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM) MOOCs. We found that while females were less likely than males to enroll in STEM MOOCs, they were equally likely to complete them. Further, a higher probability to enroll in STEM MOOCs and smaller gender gaps in STEM MOOC enrollment and completion were found in less gender-equal and less economically developed countries.

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Section: Introductionmentioning

confidence: 99%

Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

et al. 2018

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“…Recently many reforms have appeared to address the scientific reasoning, critical thinking, and problem solving approaches. One of the ways to address the enquiry-based learning is through regular structured and well-designed STEM activities [3][4][5][6][7]. In the last few years, STEM related activities have spread widely.…”

Section: Introductionmentioning

confidence: 99%

NSU-LSMSA Makers Club: STEM Educational Modules and Quality Assurance Education

Al‐Sharab¹,

Matuk²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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addition to his work with academic institutions, Dr. Al-Sharab was a consultant of various technological companies especially in the areas of structure-property-correlations and advanced characterizations. Dr. Al-Sharab's research interests are in the areas of Nanotechnology, Electron Microscopy, Structure-property correlations, synthesis and characterization of energy related materials (harvesting and storage), flame retardant polymers, nanocompsite materials, and advanced materials characterization. He is an active member of professional organizations related to his research interests. He has authored more than 40 technical papers.

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“…Recently many reforms have appeared to address the scientific reasoning, critical thinking, and problem solving approaches. One of the ways to address the enquiry-based learning is through regular structured and well-designed STEM activities [3][4][5][6][7]. In addition, these structured activities can be used as a means for the experiential learning which changes mindset and requires considerable time and effort.…”

Section: Introductionmentioning

confidence: 99%

NSU- LSMSA Makers Club: Advanced STEM Educational Modules and Enhanced Experiential Learning

Al-Sharab,

Desselles,

Dalling

et al.

2018 Gulf Southwest Section Conference Proceedings

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This paper describes advanced educational activates of STEM makers club, which combines Northwestern State University (NSU) and The Louisiana School for Math, Science, and the Arts (LSMSA). The main objective of this Makers Club is to make students excited about STEM and to increase the number of students who are interested in STEM related careers. The newly founded club (NSU-LSMSA Makers Club) emphasizes innovation and handson experience for all participants. Furthermore, it promotes building a spirit of teamwork and sharping problem-solving skills. Different teaching modules have been developed and applied. The paper presents various structured activities reports experiential learning from its participants.

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Supporting economically disadvantaged students from Nicaragua in STEM-C fields

Cited by 7 publications

References 11 publications

Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

NSU-LSMSA Makers Club: STEM Educational Modules and Quality Assurance Education

NSU- LSMSA Makers Club: Advanced STEM Educational Modules and Enhanced Experiential Learning

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