Many-body Approaches to Cross-level and Multidisciplinary Initiatives for Encouraging Learners into STEM from Primary to Further and Higher Education

J Uhomoibhi, Margaret Ross

Research output: Contribution to journalArticle

Abstract

With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.
LanguageEnglish
Pages29-34
Number of pages6
JournalInternational Journal of Technology in Education
Volume1
Issue number1
Publication statusPublished - 24 Sep 2019

Fingerprint

learning
education
social issue
level of education
school
student
profession
career
demand
gender
teacher
Group

Keywords

  • STEM education
  • Learning styles
  • women in computing
  • Professional Development
  • computing at school

Cite this

@article{94819f9904ec45dbb050c55079d23a55,
title = "Many-body Approaches to Cross-level and Multidisciplinary Initiatives for Encouraging Learners into STEM from Primary to Further and Higher Education",
abstract = "With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.",
keywords = "STEM education, Learning styles, women in computing, Professional Development, computing at school",
author = "J Uhomoibhi and Margaret Ross",
note = "OA Journal - email from Publisher in 'Other files'",
year = "2019",
month = "9",
day = "24",
language = "English",
volume = "1",
pages = "29--34",
journal = "International Journal of Technology in Education",
issn = "2689-2758",
number = "1",

}

TY - JOUR

T1 - Many-body Approaches to Cross-level and Multidisciplinary Initiatives for Encouraging Learners into STEM from Primary to Further and Higher Education

AU - Uhomoibhi, J

AU - Ross, Margaret

N1 - OA Journal - email from Publisher in 'Other files'

PY - 2019/9/24

Y1 - 2019/9/24

N2 - With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.

AB - With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.

KW - STEM education

KW - Learning styles

KW - women in computing

KW - Professional Development

KW - computing at school

M3 - Article

VL - 1

SP - 29

EP - 34

JO - International Journal of Technology in Education

T2 - International Journal of Technology in Education

JF - International Journal of Technology in Education

SN - 2689-2758

IS - 1

ER -