Shirley Malcom

Critical Mass Revisited Learning Lessons From Research on Diversity in STEM Fields

–178 DOI: 10.3102/0013189X13486763

Towards the STEM DBER Alliance: Why We Need a Discipline-Based, STEM-Education Research Community

Reprinted by permission of the American Society for Engineering Education. This article was originally published in the Journal of Engineering Education, Volume 106 Issue 3, Pages 349–355, July 2017, available in final form at http://doi.org/10.1002/jee.20168

Education and Biodiversity

This article reflects a view from the science education and scientific communities of what all high school graduates would know and understand about biodiversity. This is a statement of learning goals and does not necessarily represent the actual understandings that an average student would attain through study of science through grade 12 in the typical American high school.

Towards the STEM DBER Alliance: why we need a discipline-based STEM education research community

Discipline-based education research (DBER) is a term that has emerged in the last few decades to describe research that Binvestigates learning and teaching in a discipline using a range of methods with deep grounding in the discipline’s priorities, worldview, knowledge, and practices. It is informed by and complementary to more general research on human learning and cognition^ (National Research Council [NRC] 2012, p. 9). DBER seeks to develop evidence-based knowledge and practices that improve teaching and learning in the Int. J. Res. Undergrad. Math. Ed. (2017) 3:247–254 DOI 10.1007/s40753-017-0056-3

Merged Cultures to Empower Women

The 55th session of the Commission on the Status of Women (CSW) of the United Nations (UN) closed last month with little fanfare, but there was cause for celebration. For the first time, the CSW, traditionally a forum to examine improvement of womens rights and gender equality, merged this broad interest with issues of science and technology (S&T). This makes sense because empowering women as scientists and engineers, supporting girls education in science, and valuing women as builders of economic development all contribute to gender equality. The merger of these two areas produced recommendations to governments and nongovernmental entities that go far beyond what either group would likely have developed independently.