The Association for Tourism in Higher Education (ATHE)’s Post

STEM (STEMM) and Non- STEM. Is not one or the other. Hence, STEAM education links the two together. Technologists used to research and create solutions in the past and push them out to solve human needs, hoping to be adopted. This was relevant in the past. Societies become more knowledgeable with the help of technology, more of human needs are uncovered previously not known to us. As we get more complex, needs become more granular that require customization. Solutions providers will need to understand the human needs first and drive that back to design of solutions. https://lnkd.in/gF5sh_-P.

Spatial thinking is a vital cognitive skill that enhances students' ability to understand and manipulate spatial relationships, crucial for success in STEM fields. #SpatialThinking #STEMEducation #SpatialSkills #EducationalSuccess #InnovationInEducation https://lnkd.in/eXpzVrmS

Is there an overemphasis on text-based communication and assessment in STEM subjects? Dr. Helen Taylor, Professor Arash E. Zaghi, PhD, PE, SE and Professor Sara Rankin FRSB explore how the scientific community can address the challenges that dyslexic researchers face, in order to benefit from the original insights and specific strengths that dyslexic researchers bring to their disciplines.   Their suggested changes to make STEM more inclusive include:   🖊️ Writing and editing support from scientific journals for dyslexic scientists 📝 Flexible assessment strategies, including oral exams, practical demonstrations, podcasts, mind-maps and project-based assessments 📋 Administrative support to help manage and co-ordinate the diverse roles of an academic 💻 Provision of and training in assistive technologies, such as mind-mapping software and AI-powered language models 📹 Recognition and acceptance of different forms of communication as valid research inputs 📰 Expanding research communication to provide more options for communicating research in scientific journals   The full paper is available to read through the link below.   Are there any other ways the scientific community could support dyslexic researchers in academia? Share your thoughts below.   #BiosciencesForAll #NeurodiversityCelebrationWeek #NeurodiversityWeek

Exciting innovation in education research from Monash University! Our interdisciplinary team has developed and piloted a world-first 'AI Energy Futures' curriculum, engaging 70 Melbourne high school students in reimagining their future schools. Key Insights: Students created and illustrated innovative scenarios, including sustainable sky schools and beach schools with hydroelectric systems Future thinking helps students envision positive outcomes in a world often portrayed as bleak Young people highly value human teachers for emotional support, even in high-tech futures Scenario building increases awareness of complex issues like AI energy consumption By empowering students to participate in shaping their future, we've achieved two crucial goals: Fostering futures education: We've given students tools to think critically about what's to come, equipping them to participate in discussions about technology and sustainability. Amplifying young voices: We've created a platform for students' expectations and ideas about alternative futures to be heard, potentially leading to more effective and student-centric education policies. This approach brings student voices into the conversation about AI in education, broadening the discussion beyond technology to include crucial environmental and energy considerations and how we might progress toward desirable ‘AI energy futures’. Interested in learning more about future thinking in education and sustainable AI? Let's connect and discuss how we can involve young people in shaping the future of learning! Yolande Strengers @neilselwyn Bronwyn Cumbo Markus Wagner Kari Dahlgren Fareed Kaviani  @monashdatafuturesinstitute Monash Tech School @monashinformationtechnology #AIinEducation #FutureSchools #SustainableAI #EducationInnovation #StudentVoices #FutureThinking

For the common good, it is imperative to take this into consideration: #Female (#girls #women) in #ComputationalThinking (CT) There is an urgent need to continue developing didactic strategies that incorporate some minimum actions to effectively integrate girls and women into CT, allowing them to "be part" and to play a central role in its advancement and development. Scientific Paper and teamwork led by my colleague Marcos Román-González, systematic literature review guided by both of us and performed by our engaged PhD student Yucnary Daitiana T. from UNED - Universidad Nacional de Educación a Distancia (Spain) Let's not hide female talent, please, as Dr Tomas Chamorro-Premuzicás has suggested so many times! Let's not lose half of the High Potential Talent.

How can Stanford University expand access to #STEM education? That’s a question posed by the Stanford Bioengineering Jedi Corner, which launched an interview series through a conversation with Erik Brown, associate creative director at Stanford Digital Education. Erik led an initiative that offered Stanford’s “Introduction to Bioengineering” course, taught by professors Drew Endy and Jennifer Brophy, to students in under-resourced high schools through a partnership with the National Education Equity Lab. Jedi tip #1: Give knowledge away. “If Stanford gives away some of that base knowledge, especially the prerequisite knowledge, then incoming classes are better prepared,” says Erik. “The network we’re fostering has the best and the brightest — not because of discrepancies around access and wealth distribution, but by a general right to knowledge.” Jedi tip #2: Respond to the needs of your students. In response to student feedback, the “Introduction to Bioengineering” teaching team redesigned assignments, hired Spanish-language tutors, and added office hours during the school day (as some students lacked home internet). Jedi tip #3: Engage in collaborative advocacy. “Bring in the community you are trying to serve, rather than making unilateral decisions from the top down, and allow them to inform you,” advises Erik. “One of the best ways to have the greatest impact is by allowing the communities you serve to have a seat at the table, to contribute and design with you along the way.” May the force be with you, STEM educators! Read the interview with Erik: https://lnkd.in/g8iF-3-q Shreya Garg, Marly LeSene

Lots of changes have happened in the academic world with the advancement of technological tools. Many platforms have come up for interaction with each other. Journals have been given an impact factor. Academicians talk about Impact factor publications. Many journals of Elsevier and other reputed publishing houses with publication fees have facilitated open-access publications. Some old Journals that used to be the best ten years back are lagging in the impact factor race. Many Institutions (Except tier one) are in the race to advertise their achievements may be of a routine nature work. NEP 2020 talks about academic autonomy and many other parameters. Will Institutions be able to adopt NEP 2020 in true spirit? The social responsibility element is missing from the agenda of many institutions. Is it worth paying a fee of Rs 25- 30 Lakh for a B Tech degree. Does education mean business? Many questions need to be answered.

Research opportunities for high school students are expanding rapidly! From STEM to social sciences, explore 20 research programs designed to provide unique and enriching experiences for young minds. 🔬 💫 #HighSchoolResearch #STEM #SocialSciences #StudentOpportunities #YoungResearchers #AcademicGrowth #InspiritAI

Be a Changemaker in Education: Call for Chapters Are you ready to contribute to a new vision of inclusive education? Designing Inclusive Classrooms: Integrating Emerging Technologies for Equity and Social Justice invites educators, researchers, and technologists worldwide to share insights on using technology to create equitable, inclusive learning environments. This unique volume, published by Scrivener Publishing and Wiley, is co-edited by an esteemed international team: Dr. Ashwin Fernandes, UAE Dr. Raul Villamarin Rodriguez, Spain Dr. Thangam A, India Dr. Sunethra Thennakoon, Srilanka Mr. Xiaochen Z., USA Publisher: Scrivener Publishing & Wiley This global editorial team brings perspectives from across the UAE, Sri Lanka, India, Spain, and the USA, ensuring a diverse range of insights and approaches. We’re looking for contributors whose work represents the highest quality in research and practice, covering topics like AI for personalized learning, the digital divide, culturally responsive teaching, game-based learning for social justice, and assistive technologies for students with disabilities. Important Dates: Submit your full paper by January 20, 2025. For Submission & Queries Email To: knowledge.centre@woxsen.edu.in Join us in creating a resource that will redefine education on a global scale. Your work can make a lasting impact on classrooms worldwide. #GlobalEducation #EducationalEquity #InclusiveClassrooms #EdTechForJustice #CallForChapters #SocialJusticeInEducation #EmergingTechnologies #WoxsenUniversity #ScrivenerPublishing #Wiley

The Knowledge Review magazine gladly features #ManhattanCenterforScienceandMathematics, guided by Principal James Nicotri, imparts quality education in STEM. Renowned for remarkable performance, the school equips the students with knowledge and confidence. Read More: https://rb.gy/6mj9qd #TheKnowledgeReview #BestEducationMagazine #Science #Mathematics #educationalinstitute