Researchers and policy makers often use the metaphor of an ever-narrowing pipeline to describe the trajectory to a science, technology, engineering or mathematics (STEM) degree or career. This study interrogates the appropriateness of the STEM pipeline as the dominant frame for understanding and making policies related to STEM career trajectories. Our review of pertinent literature and independent analysis of data from the National Educational Longitudinal Study of 1988 finds that the trajectory implied by the pipeline metaphor fails to describe the experience for nearly half of those who go on to become scientists or engineers, masks meaningful differences in trajectories by subfield, and informs policies that do little to diversify or increase the size of the STEM workforce. We suggest a pathway metaphor to better illuminate the multiple trajectories toward STEM degrees and careers and present four composite trajectories as useful categorizations of the individual paths taken by STEM graduates and career entrants. C 2014 Wiley Periodicals,

Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students’ computers and a teaching agent running on the instructor's computer. The learning agent collects both instructional and social responses from the students and then sends them back to the instructor's computer through a two-channel mechanism. The instructional responses are obtained by recognizing the spoken keywords; while the social responses are obtained by analyzing the social signals provided by students’ head movements. Later, the teaching agent displays the summarized responses on the teaching dashboard for the instructor to evaluate their teaching practices. Empirical experiment results show that the system has an acceptable performance and provides enhanced interactivity in both learning and teaching. Also, further analysis reveals that the dual-channel mechanism not only provides the basic functions of a classroom feedback system, the student's responses to the instructor's questions, but also promotes both students and instructors to be engaged and attentive in class. As the two-channel feedback mechanism can be embedded into an e-Learning system, the proposed system is an enhancement of a digital classroom environment. In short, with the help of the two-channel feedback mechanism, interactivity on teaching practices and learning activities can be greatly improved. Students can then acquire a much better learning experience and satisfaction.

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

The goal of this work-in-progress is to develop an innovative ECE curriculum that focuses on ECE fundamentals within the construct of real-world integrated system design, analysis, and problem solving. The curriculum is formulated around the theme of integrated sensing and information processing (ISIP). The foundation of this new curriculum is a hands-on theme-based introductory course. This course, taken in the freshman year, introduces students to the major subdisciplines of ECE in the context of real-world applications. In the laboratory, which is tightly coupled to the lecture, students apply basic concepts of sensing, information transmission, information analysis, storage and networking to design and implement an ISIP system, such as a health or weather monitoring station. In this way, students immediately begin to understand the relationships between the major topic areas of ECE as well as be motivated to explore these topics in further depth. Other components of the redesign include the integration of core and upper-level courses into the ISIP theme, the introduction of new ISIP-related design courses, and the integration of MATLAB throughout the curriculum.

Work in progress: theme-based redesign of an electrical and computer engineering curriculum

A region’s workforce has been described as its greatest asset. Guided by human capital theory and new growth theory, regions have pursued economic development policies to increase the number of college-educated workers and expand the pool of STEM – science, technology, engineering, and math – talent. Academic literature and policy interventions have focused on a region’s human capital in terms of educational attainment instead of a more fine-grained definition of human capital based on skills and competencies. This dissertation integrates economic and business theory and combines three federal databases to explore regional human capital assets. Findings suggest that policymakers may be overestimating the importance of STEM knowledge requiring a bachelor’s degree or higher and undervaluing the importance of soft skills such as communication and critical-thinking. Moreover, results indicate that regions may be best served by crafting distinct human capital interventions that reflect the particular needs of their mix of industry.

/pdf/the-job-of-human-capital-what-occupational-data-reveal-about-21rj0jqloy.pdf

The Job of Human Capital: What Occupational Data Reveal About Skill Sets, Economic Growth and Regional Competitiveness

The field of electrical and computer engineering has evolved significantly in the past two de cades. This evolution has broadened the field of ECE, and subfields have seen deep penetration into very specialized areas. Remarkable devices and systems arising from innovative processes, exotic materials, high speed computer simulations, and complex algorithms make ECE an exciting career field. These fascinating developments present greater opportunities for undergraduates to explore the field of ECE as well as greater challenges for them to navigate the curriculum because of the myriad of course and areas of concentration choices they have to make. Reflecting innova tions in the field and capitalizing on the collective faculty research expertise, the Department of

/pdf/integrated-sensing-and-information-processing-theme-based-4s340uk8wo.pdf

Integrated Sensing and Information Processing Theme-Based Redesign of the Undergraduate Electrical and Computer Engineering Curriculum at Duke University.

The college instructor of the future will certainly have more technology, available for use in the classroom. The decision to utilize instructional technology should be based on sound principles. The three guiding principles of using technology to enable, planning to support technology, and using technology judiciously are discussed in this paper.

The impact of technology on engineering and computer science education in the 21/sup st/ Century: changing classroom instructional methods

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The impact of technology on engineering and computer science education in the 21/sup st/ Century: changing classroom instructional methods