Geoscience in Social Context: An Assessment of Course Impact on Attitudes of Female Undergraduates

McEneaney, Elizabeth H.; Radeloff, Cheryl

doi:10.1615/jwomenminorscieneng.v6.i2.30

Cited by 5 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on previous studies found in the literature (e.g., McEneaney and Radeloff, 2000) and on results from questions added to the Post-test about peer and family influence, we had expected mate students to have a more positive attitude than female students in all scales. A question on the Post-test revealed that male students from the student population had taken more science classes in high school than female students (Fig.…”

Section: Discussionmentioning

confidence: 99%

“…The attitude toward learning science improved in the post-test in both groups, while the attitude towards science and conception of science scores decreased slightly or remained constant in both groups. ,Male students may be more positive towards learning science from the onset because of past experiences (e.g., encouragement from family and teachers and competition among peers for high scores in science and math, McEneaney and Radeloff, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Research conducted on attitudes in science has yielded many suggestions for improving negative attitudes, but there has been no single answer for improving all students' attitude in all science classes (Libarkin, 2001;McEneaney & Radeloff, 2000 Ramsden, 1998).…”

Section: Attitude Assessmentmentioning

confidence: 99%

“…The final letter grade (A-D are passing grades, F is the failing grade), gender, and year in school were also recorded for each student and used to determine if there were factors outside of the specific treatment that could affect a student's attitude. Specifically, gender is one of the most studied variables in attitude toward learning science and it has been shown in many studies that male students tend to have a more positive attitude toward science than female students (Jovanovic and Dreves, 1998;McEneaney and Radeloff, 2000). This has significant implications and it has been shown that women hold non-tenure track positions more often than men in the geosciences and occupy fewer geoscience positions in the U.S. and Canada (Coultish, 2002;DeWet, Ashley, and Degel, 2002;Macfarlane and Luzzader, 1998;Libarkin and Kurdziel, 2003).…”

Section: Student Makeupmentioning

confidence: 99%

See 3 more Smart Citations

Student attitude toward science and the issue of content relevance in introductory earth science courses

Jach¹

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Attitude Assessmentmentioning

confidence: 99%

Section: Student Makeupmentioning

confidence: 99%

See 2 more Smart Citations

Student attitude toward science and the issue of content relevance in introductory earth science courses

Jach¹

View full text Add to dashboard Cite

“…Changes in these constructs have been measured over the term of the ENGR 115 course. Two sources provided the primary basis for generating items for the ENGR 115 survey: 1) a review of the relevant literature was conducted to determine attitudes that potentially affect learning and retention, and 2) item adaptation from reliable and valid attitudinal instruments developed for undergraduate science majors [7,8,9,10]. On the basis of these sources, 92 items were written for review by the ERE faculty associated with the ENGR 115 course.…”

Section: Survey Development and Implementationmentioning

confidence: 99%

Student attitudes surveyed in an introductory environmental resources engineering course

Espinoza

White²,

Eschenbach³

et al.

34th Annual Frontiers in Education, 2004. FIE 2004.

View full text Add to dashboard Cite

An undergraduate engineering survey course has been redesigned to improve Environmental Resources Engineering and Environmental Sciences student retention and recruitment. A student survey, containing Likert scale and open-response questions, was developed to measure attitudes and beliefs about the course, major, profession, and abilities. We report results from postcourse and paired pre-and post-course surveys. Multivariate analysis of variance on Likert scale items and qualitative analysis of open-response questions were conducted. Results indicate that the course positively impacted students technical and math skills, and confidence in writing and critiquing skills. Program year appears to impact student's perceptions. First year students, more than non-first year students, indicated greater interest in major's topics beyond coursework, and the course positively impacted their decision to choose their major. By semesters end, students had an increased perception that professionals in their field are innovative and respected. This paper discusses the design of the study and results gathered to date. This work is supported by a NSF CCLI Adaptation Grant.

show abstract

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Shields

2022

Biomed Eng Education

View full text Add to dashboard Cite

Curriculum initiatives that provide the societal context of engineering practice can contribute to justice, equity, diversity, and inclusion (JEDI) within the profession, as well as within the communities served by engineers. JEDI curriculum can foster diversity and inclusion by acknowledging and addressing social justice issues, providing a safe and inclusive space for students’ voices to be heard, and advancing a productive dialogue within their institution of higher learning. Furthermore, such curriculum initiatives can empower students with the theoretical frameworks, analytical tools, and knowledge base to recognize and address ethical challenges and opportunities related to justice, equity, diversity, and inclusion in their field. This Teaching Tips paper offers a description of a pilot program to incorporate JEDI material within a core bioengineering course modeled on evidence-based curriculum programs to embed ethics within technical courses. The author and collaborators sought to achieve two aims with the JEDI-focused material: (1) for students to learn how justice, equity, diversity, and inclusion intersect with bioengineering practice through an interdisciplinary lens of history, philosophy, sociology and anthropology which provide strong scholarly frameworks and theoretical foundations and (2) for students to participate in and foster an inclusive environment within their own educational institution through effectively communicating about these topics with each other. At the conclusion of the semester, a student survey indicated an overwhelmingly positive reception of the material. This paper will discuss the interdisciplinary curriculum development initiative, how the learning objectives were addressed by the specific lesson plans, and challenges to be addressed to create a sustainable educational model for the program.

show abstract

Geoscience in Social Context: An Assessment of Course Impact on Attitudes of Female Undergraduates

Cited by 5 publications

References 0 publications

Student attitude toward science and the issue of content relevance in introductory earth science courses

Student attitude toward science and the issue of content relevance in introductory earth science courses

Student attitudes surveyed in an introductory environmental resources engineering course

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Contact Info

Product

Resources

About