Literaturnachweis - Detailanzeige
| Autor/inn/en | Savaria, Michael; Monteiro, Kristina |
|---|---|
| Titel | A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM |
| Quelle | In: Journal of STEM Education: Innovations and Research, 18 (2017) 1, S.92-97 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1557-5284 |
| Schlagwörter | Discourse Analysis; Engineering Education; Course Descriptions; Females; Undergraduate Students; STEM Education; Disproportionate Representation; Introductory Courses; Enrollment Rate; Student Educational Objectives; Interdisciplinary Approach; Teacher Student Relationship; Student Development; School Holding Power; Barriers |
| Abstract | Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no inclusion of: student learning course outcomes, connections to topics outside of engineering, encouragement of faculty-student or peer relationships, personal growth and societal impacts, or acknowledgement of the underrepresentation of women in STEM. Syllabi should incorporate multicultural engagement factors to help reduce the gender gap and promote the increased involvement of women in STEM fields. (As Provided). |
| Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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