Monitoring the quality and impact of undergraduate science, technology, engineering, and mathematics (STEM) education will require the collection of new national data on changing student demographics, instructors’ use of evidence-based teaching approaches, student transfer patterns, and other dimensions of STEM education, says a new report from the National Academies of Sciences, Engineering, and Medicine.

A new report from the National Academies of Sciences, Engineering, and Medicine recommends substantial changes to U.S. graduate education in science, technology, engineering, and mathematics (STEM) in order to meet the evolving needs of students, the scientific enterprise, and the nation.

The Gulf Research Program has launched its first undergraduate education initiative, the Gulf Scholars Program. The five-year, $12.7 million pilot program will prepare undergraduates to address the Gulf of Mexico’s most pressing environmental, health, resilience, and infrastructure challenges.

Monitoring the quality and impact of undergraduate science, technology, engineering, and mathematics (STEM) education will require the collection of new national data on changing student demographics, instructors’ use of evidence-based teaching approaches, student transfer patterns, and other dimensions of STEM education, says a new report from the National Academies of Sciences, Engineering, and Medicine.

A new report from the National Academies of Sciences, Engineering, and Medicine recommends substantial changes to U.S. graduate education in science, technology, engineering, and mathematics (STEM) in order to meet the evolving needs of students, the scientific enterprise, and the nation.

Aspiring teachers in California will now be able to major in education as undergraduates, which has been forbidden for more than five decades under an unusual state law.

Few studies have been published on thesis completion experiences of master’s degree students. However, for doctoral students, dissertation completion has been found to be dependent on individual, relational, and institutional factors. The aim of this study was to examine dental hygienists’ perceptions of their experiences completing a thesis as a requirement for an advanced degree. A qualitative phenomenological research design was used utilizing virtual focus groups with a national purposive sample of dental hygienists (n=25) who had graduated from a degree program in which a thesis was a requirement for the degree. Data analysis used an inductive approach to identify themes using Liechty et al.’s framework of individual, relational, and institutional factors impacting completion of a dissertation. Liechty et al.’s framework is based on Vygotsky’s sociocultural theory of learning. In the results, individual factors identified included family/work responsibilities, lack of understanding of the thesis process, time management, health issues, and reaching personal and professional goals. Relational factors focused primarily on positive and negative experiences with the thesis advisor/committee and support from expert peers/family. Institutional factors included the thesis structure, financial concerns, and challenges in recruiting research participants. This study found many factors influencing the thesis experience that may help guide the process in graduate degree programs. In addition, the findings suggest a need to provide mentoring and support for thesis advisors and committee members to more effectively guide students through the thesis process. Effective modifications of these may improve retention of students and facilitate timely completion of thesis research.