Abstract
The challenges of recruitment and retention in STEM did not start with the COVID-19 pandemic; however, these challenges still affect the workforce needs of our world. Historically marginalized students in STEM fields are disproportionally affected by these ongoing challenges that further causes diversity & inclusion issues in the workforce. An innovative hybrid course grounded on research from cognitive science and social emotional learning was designed to address these educational challenges at a flagship, large research university in New Jersey, USA. This interdisciplinary course framework is aimed to address (1) the research-to-practice gap between cognitive science research and classroom practices, (2) the perception gap between the instructors and students (expert-to-novice perception gap), (3) the conceptual and procedural gaps in students’ learning and studying. Furthermore, authentically designed instructional resources and assessments address students’ math mindsets and anxieties by fostering students’ sense of belonging in a discipline that disproportionally affects marginalized groups. We hope our work will serve as a driving force to promote interdisciplinary discourse and improved awareness in an area that needs multifaceted approaches to a core issue of our time, namely the ongoing STEM recruitment and retention challenges.
Author Information
Sheila Tabanli, Rutgers University-New Brunswick, United States
Paper Information
Conference: ERI2023
Stream: STEAM (Science Technology Engineering Arts & Math) Education
This paper is part of the ERI2023 Conference Proceedings (View)
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To cite this article:
Tabanli S. (2023) Tackling the STEM Recruitment & Retention Challenges at a Flagship, Research Institution With an Evidence-Driven, Innovative Hybrid Course ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2023.20
To link to this article: https://doi.org/10.22492/issn.2435-1202.2023.20
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