NSF ADVANCE and gender equity

PurposeThis study aims to explore the differences between science, technology, engineering and mathematics (STEM) and non-STEM disciplines in terms of the changes to teaching and research practices caused by the COVID-19 pandemic.Design/methodology/approachThe paper analyses survey responses collected between July and November 2020 from 241 academics (excluding library staff) from the five oldest state universities in Sri Lanka. The analysis focuses on the differences between STEM and non-STEM faculty using multiple linear regression to control for demographic characteristics such as age, gender and designation as well as university-specific factors.FindingsThe paper finds significant differences in the teaching practices of STEM and non-STEM academics, both in terms of preparation time for teaching and tools used for online delivery. Significant differences are also observed in research practices, with STEM faculty being significantly more likely to engage in research collaborations, obtain research funding and be involved in more research projects. The authors do not find any evidence of the pandemic having differential impacts on research productivity between the broad disciplines.Originality/valueThis research provides insights into the differences between STEM and non-STEM disciplines in online teaching and research practices adopted since the onset of the pandemic, which are important for formulating appropriate policy responses to mitigate the impact of the pandemic on both students and staff. The contribution is particularly significant for developing countries where the creation of a skilled workforce is a key driver of the development process.

ABSTRACTThe national interest in science, technology, engineering and mathematics (STEM) has called attention to P-12 education, the STEM pipeline. Education of teachers is a primary influence on the education of children in the classroom. While high school (and often middle school) teachers are versed in the content of a particular aspect of STEM (e.g. Mathematics or Chemistry), elementary teachers, on the other end of the pipeline, are educated as generalists, with a primary goal of setting the foundations for future learning.In 2004, a team of STEM and education faculty at St. Catherine University (SCU) was called together, united by their interest in improving STEM education for all students at SCU, particularly women. Combining the content expertise of the biology, chemistry, physics/engineering, and mathematics departments with the methods expertise of the education department, the team designed courses that made STEM concepts more engaging and relevant to students. In 2010, the STEM Certificate was solidified and required of all elementary education students. It is comprised of three interdisciplinary, team-taught, lab based courses that are open to all undergraduate majors at the institution. Each course is centered on one discipline (i.e. biology, chemistry, or engineering/physics). Chemistry of Life is the chemistry-focused course. The course was designed to include a capstone project. As an introduction to materials science, nanoscience was selected as the theme for the projects. The topic allowed for socially relevant and also highly interdisciplinary projects. Students working in teams of three or four, designed projects, determined how to measure and obtain data, and analyzed and interpreted results. A content and confidence assessment given to students before and after the projects showed an increase in both their understanding of nanomaterials and their confidence in conducting a nanoscience project.

PurposeThis paper aims to compare the psychometric properties of the Research Motivation Scale (RMS) from faculty in schools of education in American research universities to previous findings on this scale when administered to science, technology, engineering and mathematics (STEM) faculty.Design/methodology/approachThis study was an exploratory, quantitative study using survey research methods, and utilizing confirmatory and exploratory factor analyses and statistical tests of population differences.FindingsResults indicate an adequate fit to a previously found three-factor structure. However, a new four-factor model, accounting for 47 per cent of the variance, was identified as a better fit: failure avoidance, intrinsic reward – satisfaction, intrinsic reward – joy and extrinsic reward. The overall reliability for the entire measure was 0.76. Intrinsic motivation and failure avoidance were rated statistically more important by education faculty than STEM faculty.Research limitations/implicationsAs an exploratory study and because of the chosen research approach, generalizations may be limited and further research in this area is recommended.Practical implicationsThis study contributes to the literature on RMS with data from education faculty. Results support conceptual frameworks regarding faculty outcomes and professional growth, and suggest ways faculty may be encouraged to increase research productivity.Social implicationsThis paper includes implications for societal support for research institutions by modeling factors that affect faculty motivations to produce research and thereby increase institutional productivity.Originality/valueThis study builds on conceptual frameworks, explores the use of the RMS with education faculty and compares faculty motivation to conduct research across disciplines.

In 2012, President Barack Obama introduced a plan to increase the number of science, technology, engineering and math (STEM) graduates by 1 million over the next 10 years through the President's Council of Advisors on Science and Technology initiative (Seadler, 2012). Historically Black colleges and universities (HBCUs) play a pivotal role in helping the United States of America achieve a national priority to expand careers in STEM disciplines. HBCUs graduate 40 percent of Black students graduating with degrees in biological science, physics, chemistry, astronomy, environment sciences and mathematics (Jackson, 2013; Owens et al., 2012; Palmer, Davis, & Thompson, 2010).The purpose of this article is to elucidate factors that are important to the long-term success of HBCUs in preparing STEM students, by summarizes data from the Minority Male STEM Initiative (MMSI), which was collected by The Association of Public and Land-grant Universities (APLU). Although the surveys focused on the needs of minority males, both male and female STEM students participated in the surveys. The purpose of the MMSI surveys were to understand how university administrators, STEM faculty, and students of color in STEM disciplines currently navigate the path to recruiting, retaining and graduating underrepresented students in STEM disciplines.The original study focused on STEM students from 1,442 underrepresented students across 14 institutions, including 3 HBCUs. However, this report will outline findings that are relevant to HBCUs. Details of the survey instruments, procedures, methods of recruitment, and participants are available in A Quest for Excellence (Toldson & Esters, 2012). Survey results revealed a variety of characteristics and practices of the institutions, faculty, and administrators who prepare minority students for STEM fields.Lesson Learned from STEM Faculty and University AdministratorsContent analysis methods were used to summarize faculty members' and administrators' optional open-ended comments regarding their universities' commitment to recruiting, retaining and graduating minority students in STEM fields. The number of unique comments made about university practices were identified and then manually sorted into three broad categories: proactive practices, ambivalence or indifference, and obstructive practices. SPSS Text Analysis for Surveys was used to facilitate manual coding and sorting of the comments into more discrete categories.Recruitment and OutreachFaculty and administrators were asked to describe any recruitment or outreach activities by their institution specifically designed to encourage underrepresented students to consider a major and career in the STEM disciplines. Of the more than 200 faculty members and administrators who took the survey, only 33 provided a response to this inquiry.Institutions with proactive practices were able to list specific programs and initiatives that bolstered outreach efforts. Specific programs listed included the National Science Foundation (NSF) Bridge to the Doctorate Program, Alliance for Minority Participation (AMP), Upward Bound, and university-initiated minority programs. Many other university representatives gave statements that reiterated their commitment, which listed specific programs. Several respondents noted that they were not aware of any university initiatives to recruit students of color in STEM disciplines. Key terms included scholarships, mentors, faculty, community, research experiences, and learning community.Evaluating SuccessFaculty and administrators were asked how their institution evaluates the success of its efforts to attract, recruit, retain, and graduate students of color in STEM fields. In total, 43 participating faculty members and administrators responded to the inquiry. Most of the respondents who indicated that they have a formal evaluation process were mandated to collect data to maintain external funding. …

This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.

Every country needs a national STEM teacher corps The US National Science Foundation has initiated the National STEM Teacher Corps program to support STEM teachers. Nancy Butler Songer, Associate Provost of STEM Education, discusses her efforts to assist primary school teachers in guiding young children to create solutions for local environmental issues. In many countries, we are challenged by a shortage of well-trained and well-supported teachers. In a 2021 study, more than half (54%) of American teachers surveyed reported their likelihood of leaving the teaching field was somewhat likely or very likely. While American policy documents such as the Framework for K-12 Science Education (NRC, 2012) propose that students learn science and engineering through investigations and design, many classroom teachers lack professional development, time, supportive environments, and resources to champion students’ problem-solving, leading to solutions to local environmental problems.

There is, recently, a global concern about the gender gap in Science, Technology, Engineering, and Mathematics (STEM) areas, starting from education role models, student applications, through the academic, industrial and management career progression. Given the high visibility and popularity of all subjects related to space exploration, female participation in this field may be used to change the existing stereotypes and provide role models to the younger generations, thus having a positive influence on education while also demonstrating to other organizations how to promote diversity in the working environment. Previous studies on spacecraft science teams, considering only principal and co-Investigators, PIs and co-investigators (CoIs), respectively, show that the percentage of women in the role of investigators has remained flat at 15.8% since 2000. The NASA Mars Science Laboratory (MSL) mission is taken here as an example to perform a statistical analysis of the gender profile for the period 2004–2018. The results are compared with: (1) data from the US National Science Foundation (NSF) about gender distribution in STEM postdoctoral profiles and faculty members; (2) the trend of planetary exploration team profiles; (3) research and innovation statistics in Europe; (4) proposals of the EU FP6 funding program; and (5) the percentage of female researchers from the Elsevier status report. This analysis shows that the process of continually holding open calls for Participating Scientists based on individual merit and the application of a flat working structure have allowed gender balance within the MSL team to improve naturally while maximizing individual and team performance. Women represent approximately 30.6% of the team, in agreement with the current percentage of female planetary exploration researchers and senior faculty members in academia. Interestingly, the percentage of female-led articles has been above the MSL women percentage trend. While the percentage of women in planetary science appears to be increasing, their role on the proposing teams is still low. As in other STEM fields, attention should be paid to secure the adequate promotion of younger generations to achieve the United Nation’s Sustainable Development Goal 5 of achieving gender equality and empowering all women and girls by 2030.

While evolving societal needs have created a demand for Science, Technology, Engineering and Mathematics (STEM) outcomes in early childhood, research indicates a deficit view on early childhood teachers’ ability to teach STEM. Existing teaching models are primarily developed from school-based research, conflicting with the early childhood philosophy of play. This paper examines the conditions created by the Conceptual PlayWorld model for early childhood teachers, to understand if and how this model can shift teachers’ motive orientations towards increased STEM engagement in play-based settings. The educational experiment involved a professional development workshop, followed by implementation of the model across two early childhood settings. Interview responses of four teachers regarding their experience of STEM engagement through this model are reported. The findings of the study highlight how this model can create the conditions for a positive shift in the motive orientations of early childhood teachers towards the possibility of re-engaging with the intentional teaching of STEM, while also increasing their confidence and competence. Findings suggest that as a play-based STEM teaching model for play-based settings, this model takes a positive step towards engaging young children with STEM, enabling teachers to meet the societal demand of increased STEM outcomes in early childhood.

This paper focuses on the challenges apparent to implementing the engineering experience component within science, technology, engineering and mathematics (STEM) programs adopted at state designated academies in El Paso, Texas, based on a literature review, preliminary to potential research opportunities. El Paso is ranked as one of the poorest metropolitan areas in the country, and improvements in growing STEM success can impact the region's output of qualified professionals in those fields. According to research studies, students enrolled in STEM schools significantly impact enrollment in college, through taking STEM subjects in high school and pursuing STEM careers through higher education. Eight local STEM academies have been established since 2006 and their educators and school leaders may need to revamp STEM efforts by addressing these engineering implementation challenges. The literature reviewed includes national and state policies; local initiatives; integrated curriculum; national and state engineering standards; and school leadership. Some challenges schools face when pursing STEM literacy are educator certification and training, state requirements, standardized testing, insufficient funding, engineering curriculum, among others. As a result of this literature review, future research opportunities are identified within STEM academies, which may guide education leaders towards best practices in engineering education and quality of STEM literacy.

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Developing a major national resource such as the US National Science, Technology, Engineering, and Mathematics education Digital Library (NSDL) requires policy and technical expertise. Policy issues are as much a challenge as infrastructure in the construction of such a major digital library. This paper focuses on the policy making structures that have developed since 2000 when the US National Science Foundation began its funding for NSDL. The authors are the Vice Chair and Chair of the NSDL Policy Committee and report here on issues of voice, authority, and central issues for policy construction as these have emerged in the NSDL context.

Despite years of targeted interventions, young people experiencing socio-economic deprivation are still under-represented in those studying STEM (science, technology, engineering, and mathematics) subjects post-16 and in higher education STEM pathways. We surveyed 61 young people who had participated in the S4 programme in South Wales, UK, and interviewed three of their teachers. Using the theoretical lens of science capital, we asked them about the S4 programme, and their views of science and education in terms of aspirations, attainment, and social obstacles. Whilst widely outdated, a ‘deficit model’ of aspiration raising still guides STEM outreach policy in Wales and we consider the answers to our survey in light of this. Broadly, our participants are enthusiastic and ambitious, and confident in their abilities in both science and wider skill areas. However, we found certain aspects of ambition were linked to socio-economic status. For example, whilst most young people we surveyed aspire to go university, those who do not cite different reasons depending on their socio-economic status. Despite high aspirations around science and education, teachers cited low literacy and numeracy, household poverty, entrenched generational unemployment, rural isolation, disabilities, caring responsibilities, and teenage pregnancy as barriers to higher education for their pupils. Importantly, S4's intervention had the greatest impact with those in the extremes of socio-economic deprivation, particularly in terms of bolstering existing science and education aspirations and increasing the ‘thinkability’ of attending university. Our findings contradict accepted thinking on science and education aspirations in that rather than participation in higher education being motivated by a lack of science and education aspiration or the discourse of family habitus ("people like us"), young people seem to be starkly aware of the very real socio-economic obstacles. We found no poverty of science and education aspiration in the participants we surveyed, and encourage a policy move away from the deficit model of raising science and education aspirations that will take a more nuanced view of widening access to STEM education and higher education in general in Wales.

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Researchers have long documented issues with gender equity in higher education, especially in STEM fields, but less attention has been directed to gender equity in fields that fall under humanities and fine arts--including theatre, where women have already achieved greater equity in terms of their presence in the field. Assuming gender parity based on numbers, however, is problematic, leaving out the opportunity for understanding how overarching institutional structures impact the experience of individual women. Employing narrative inquiry, this study explored the experiences of fifteen, Ph.D. holding tenure track or tenured women theatre faculty at research institutions through in-depth, semi-structured interviews. This study found there is a subtlety and pervasiveness to sexism and gender bias that can function differently in departments of theatre and based on one's status/rank. The participants felt that the respect given to their man counterparts was not equally given to them. These women theatre faculty felt the need to change appearance and personality to be the part of professor, as professor is not traditionally “woman.” Additionally, women are doing the carework at home and work, and the unpaid burden of service and emotional labor that is put on women theatre faculty affects their productivity. The findings identified that women theatre faculty need support systems in both colleague relationships and in their personal lives, and work/life balance and professional environment are key factors in working in the profession. The findings show that through resiliency, women theatre faculty find their own ways to succeed in a system that works for them. It also shows that women are aware of how their needs are different from the normative expectations of the academic work environment.

The experimental work was carried out at National Tsing Hua University, Institute of Photonics Technologies, supported by the Ministry of Science and Technology, Taiwan (grants 105-2112-M-007-030-MY3, 105-2112-M-001-030 and 104-2112-M-007-012-MY3). The concept of isolated circularly polarized attosecond pulses was developed by C.H.-G., D.D.H., M.M.M., C.G.D., H.C.K., A.B. and A.J.-B.. C.H.-G. acknowledges support from the Marie Curie International Outgoing Fellowship within the EU Seventh Framework Programme for Research and Technological Development (2007–2013), under Research Executive Agency grant agreement no. 328334. C.H.-G. and L.P. acknowledge support from Junta de Castilla y Leon (SA046U16) and the Ministerio de Economia y Competitividad (FIS2013-44174-P, FIS2016-75652-P). C.H.-G. acknowledges support from a 2017 Leonardo Grant for Researchers and Cultural Creators (BBVA Foundation). M.M.M. and H.C.K. acknowledge support from the Department of Energy Basic Energy Sciences (award no. DE-FG02-99ER14982) for the concepts and experimental set-up. For part of the theory, A.B., A.J.-B., C.G.D., M.M.M. and H.C.K. acknowledge support from a Multidisciplinary University Research Initiatives grant from the Air Force Office of Scientific Research (award no. FA9550-16-1-0121). A.J.-B. also acknowledges support from the US National Science Foundation (grant no. PHY-1734006). This work utilized the Janus supercomputer, which is supported by the US National Science Foundation (grant no. CNS-0821794) and the University of Colorado, Boulder. This research made use of the high-performance computing resources of the Castilla y Leon Supercomputing Center (SCAYLE, www.scayle.es), financed by the European Regional Development Fund (ERDF). J.L.E. acknowledges support from the National Science Foundation Graduate Research Fellowship (DGE-1144083). L.R. acknowledges support from the Ministerio de Educacion, Cultura y Deporte (FPU16/02591).

Funding agencies and research councils around the world rely on peer review to assess the potential impacts of proposed research. This article compares the procedures of two major public science agencies — the US National Science Foundation and the European Commission's 7th Framework Programme — for evaluating ex ante the potential societal impact of research proposals. In this paper we survey the state of the art and discuss some of the conceptual questions that arise in using ex ante peer review to assess the societal impact of scientific research. Copyright , Beech Tree Publishing.