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September 27, 2020 to October 01, 2020 - Lisbon, Portugal

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October 18, 2020 to October 22, 2020 - Porto, Portugal

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October 25, 2020 to October 29, 2020 - Nice, France

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October 25, 2020 to October 29, 2020 - Nice, France

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November 15, 2020 to November 19, 2020 - Valencia, Spain

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DigitalWorld 2020 Congress
November 21, 2020 to November 25, 2020 - Valencia, Spain

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ThinkMind // eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning // View article elml_2014_3_30_50098


Mitigating the STEM Crisis through Enhanced Online Learning

Authors:
Cynthia Lester

Keywords: Complete College America; enhanced online learning experience; learning content management system; STEM; undergraduate computer science education

Abstract:
According to the U.S. Department of Commerce, Economics, and Statistics Administration, in 2010 7.5 million people were employed in science, technology, engineering, and mathematics (STEM) jobs and accounted for 5.5 percent of the workforce. The report also stated that these occupations are projected to grow at a rate of 17.0 percent outpacing non-STEM jobs which are projected to grow only 9.8 percent. However in 2012, despite there being nearly 14 million unemployed people in the U.S., American companies could still not find workers skilled enough in math and technology to fill an estimated 3 million permanent job openings. The lack of trained skilled STEM workers has often been called the STEM Crisis. There are many researched reasons some argue that if there really is a STEM Crisis, why it exists. However, much of the traditional reasons, while still very valid have given way to reports that academic unpreparedness and lack of STEM literacy may be in part the cause for the shortage of STEM workers who possess a broad range of competencies and experiences. The response to this challenge has become the focus of many states, encouraging partnerships and collaborations between colleges/universities, K-12 schools, and public and private sectors. The aim of this paper is to present an effort to abate the STEM crisis through restructuring content delivery in an introductory computer science course taught a two-year institution. The paper presents the context in which the work is framed, the course design and delivery of the enhanced online learning experience, results from the study, limitations and future work.

Pages: 63 to 68

Copyright: Copyright (c) IARIA, 2014

Publication date: March 23, 2014

Published in: conference

ISSN: 2308-4367

ISBN: 978-1-61208-328-5

Location: Barcelona, Spain

Dates: from March 23, 2014 to March 27, 2014

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