Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. This is of benefit in a module where interactivity is considered important. It was found to be an effective teaching aid in monitoring students' progress and identifying deficiencies. Students regarded PollEverywhere as an effective teaching innovation that encouraged deeper ongoing retention of information.
This has proven to be an effective tool for improving students' understanding and critical thinking.
PollEverywhere encouraged all students to participate during the learning process. Reports from focus groups demonstrated that this strategy was helpful in focusing students' attention and in clarifying information. Data from CS students echoed the findings from the dental students. Students regarded it as a useful method for giving real-time feedback, which stimulated their performance and participation. Another 81.7% mentioned that it increased their motivation to learn. A total of 95% reported that it increased their participation and found that it clarified their thinking and helped to focus on key points. It promoted interactivity, focused attention, and provided feedback on comprehension. Students' perception of the effective interactive teaching using this technology was evaluated statistically using a questionnaire and focus groups. The lecturer strategically inserted questions using PollEverywhere ARS. Computer science (CS) students who were more familiar with the use of this technology were also involved in the study for comparison and validation of the findings. This system was introduced to the undergraduate dental curriculum to increase student's motivation and attention, giving immediate feedback on student understanding during an anatomy module.
It can be of great help in maintaining students' attention and in facilitating the lecturer to pick up students' misunderstandings and correct them.
We aimed to analyze students' perceptions of effective interactive teaching using PollEverywhere Audience Response System (ARS) as a worthwhile teaching methodology. There is an increasing trend toward transcending from traditional teaching to student-centered methodologies that actively engage students. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. Summer bridge programs are designed to help transition students into the college learning environment.
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