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

James Uhomoibhi, Margaret Ross
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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

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References


Uhomoibhi, J. & Ross, M. (2018). Many-body approaches to cross-level and multidisciplinary initiatives for encouraging learners into STEM from primary to further and higher education. International Journal of Technology in Education (IJTE), 1(1), 29-34.


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.