child education
Poor teacher training partly to blame for stalled engineering diversity goals
Lisa Bosman, Purdue University
Diversifying the science, technology, engineering and math fields has long been a top priority of many universities and tech companies. It’s also a goal of the National Science Foundation, the biggest funder of university-led research and development in the U.S.
But in the field of engineering, at least, there hasn’t been a lot of progress in diversifying the academic pipeline beyond white men.
The share of engineering bachelor’s degrees awarded to Black students has barely budged over the past decade. Women and Hispanic students fared better, but their respective percentages are still well below their shares of the population as a whole. The shares of engineering professors who are Black or Hispanic are also little changed and remain in the low single digits.
Many reasons have been cited for this lack of progress, including stereotypes, lack of exposure, limited role models and the recent backlash against so-called woke policies that emphasize diverse hiring policies. But, as a scholar of STEM education accessibility, I believe there’s another culprit: poorly prepared professors. Unlike the other challenges, it happens to be a much easier problem for universities themselves to remedy.
Some progress – but not a lot
A quick look at the numbers shows there hasn’t been much to show for all the efforts to improve diversity of the engineering field.
For example, in 2011, 4.2% of engineering bachelor’s degrees were awarded to African American students. A decade later, 4.7% of degrees went to African American students.
Progress was better for women and Hispanic students, but the numbers are still far from proportional to demographics. In 2011, Hispanic students earned 8.5% of engineering degrees. That rose to 13.6% in 2021 – versus the group’s 20% share of the U.S. population.
Women similarly saw gains over the years, going from 18% to 24%. But 6 percentage points in 10 years doesn’t look as good when you consider that women make up over half of the population.
The situation is worse when you look at the share who become professors. In 2020, 2.5% of engineering professors were African American, the same share as 10 years earlier. The share of Hispanic engineering professors edged up to 3.9% from 3.7%.
Women fared slightly better, rising to 18.6% from 13.8%, but as noted, that’s still a pretty poor result from all those efforts to diversity the academy.
More broadly, there’s a deeper problem in engineering schools. Just 56% of engineering students complete their bachelor’s degree in six years, according to a 2021 report by the American Society for Engineering Education. That compares with 64% for all fields. A National Science Foundation survey from the same year found that only 65% of science and engineering college graduates were working in a field related to their degree.
In other words, roughly a third of engineering students aren’t getting their degrees, and among those who do, around a third are switching careers – despite investing a lot of money on their education. While there’s limited data available on women or specific racial groups, I don’t think I’m going out on a limb to argue that the numbers for them look even worse.
Engineering teachers lack much teacher training
Among the reasons cited for this, I believe that the roles of teaching and learning haven’t received enough attention.
A growing body of research suggests that the quality of teaching needs to improve to reverse trends of lower graduation rates and properly teach an increasingly diverse student body. And I believe this is especially true in STEM disciplines like engineering.
Engineering professors commonly have training in advanced technical areas, but few receive training in teaching and learning. This challenge of poor teaching preparedness is not limited to the engineering discipline, but the consequences are much worse, especially given the push to diversify STEM.
Effective teaching enhances retention and completion rates by promoting better understanding of the material and creating more student involvement in the learning process. When students are actively engaged, supported and motivated to learn, they are more likely to persist and complete their educational goals.
Teacher training for universities is starkly different than K-12 training. Most school districts require that teachers have a four-year bachelor’s degree in teacher education. The focus is less on content and more on implementing effective teaching practices. K-12 training includes lesson planning, differentiated instruction and best practices for classroom management. There is also often a strong emphasis on social, emotional and behavioral well-being.
Although some engineering doctoral students might gain teaching exposure through a graduate teaching assistantship, this experience is commonly limited to grading assignments and rarely includes course design and development.
To teach as a professor in colleges and universities, most accreditation boards simply require a minimum of 18 graduate credits – or about two semesters – in the topic area. Here, the focus is strictly on research content. No prior teaching experience or training is required.
As a result, newly minted doctoral graduates are thrown into the lion’s den of teaching unprepared. If they are lucky, they are provided with the latest available syllabus. However, new professors are typically unprepared to accommodate students with disabilities, teach Black and Hispanic students, work with remedial students or navigate sensitive topics. They are generally anxious about teaching.
The field of K-12 teacher education has strategies to deal with these challenges. Continuing education and ongoing professional development keep both experienced and inexperienced teachers up to date on inclusive teaching practices. These can include sharing gender pronouns, ensuring media is accessible, using inclusive language and offering diverse perspectives in teaching resources. And yet, keeping up with these changes can be daunting for new professors.
Teaching teachers to teach
But there is a solution: treating college-level teaching as a professional development opportunity.
Most colleges and universities offer professional development training for professors and other instructors who want to opt in to teacher training, but the programs often have limited scope and responsibility at a level to make a substantial positive impact on student learning and engagement.
One way to change this is to invest in Scholarship of Teaching and Learning programs. This is a scholarly approach in which educators systematically study their teaching practices, student learning outcomes and the effectiveness of various teaching methods and strategies.
At Purdue University, we created a Scholarship of Teaching and Learning Accelerator program to help engineering graduate students around the world improve their teaching methods and share what they learned with others. In 2024, we published a peer-reviewed article that reports the process and what we learned.
By providing comprehensive professional development opportunities tailored to the needs of engineering instructors, institutions can support their ongoing growth and development as effective educators, ultimately enhancing the quality of engineering education and preparing students for success in their future career.
And in turn, better-trained teachers will be better equipped to support students from diverse backgrounds and help those traditionally underrepresented in STEM.
Lisa Bosman, Associate Professor of Technology Leadership and Innovation, Purdue University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.
https://stmdailynews.com/the-bridge
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The two organizations will partner to foster healthy habits in young children and their families by offering free resources and videos and “Sesamatized” spaces
NEW YORK /PRNewswire/ — Today, Sesame Workshop, the global impact nonprofit behind Sesame Street, and NewYork-Presbyterian announced a partnership to improve health outcomes for young children by supporting their physical and emotional well-being through joyful learning moments engaging parents, caregivers, and community providers. Sesame Workshop is collaborating with NewYork-Presbyterian’s physicians and community partners on a social impact and mass media campaign featuring videos, educational materials, and “Sesamatized” physical spaces, to promote children’s health.
The partnership is launching with a six-part video series titled “Ask a Doctor,” featuring Sesame Street Muppets and NewYork-Presbyterian physicians. The videos are designed to educate and empower parents and caregivers on how to help young children stay healthy. They will cover topics including how to develop healthy sleep habits, deal with food allergies, and prepare for wellness visits. The series can be found on Sesame Workshop’s YouTube channel and will be available on NewYork-Presbyterian’s internal patient entertainment system.
“We are delighted to partner with NewYork-Presbyterian in our shared commitment to equity and health justice,” said Jeanette Betancourt, Ed.D., Senior Vice President of U.S. Social Impact at Sesame Workshop. “Our collaboration allows us to combine our expertise in healthcare, child development, and family and community engagement to make an impactful difference in the lives of those who need it most. In fostering healthy practices, especially in the early years, in ways that incorporate the perspectives and needs of parents and caregivers along with their community support networks, we are all working together to pave the way for a healthier, more equitable future.”
“We are thrilled to work with Sesame Workshop to empower parents and caregivers with important health information and meet families where they are,” said Dr. Deepa Kumaraiah, Senior Vice President and Chief Medical Officer of NewYork-Presbyterian. “Through fun learning moments that support the health and well-being of young people in our communities, we can help reduce health disparities and work toward health justice.”
A key focus of the partnership is a collaboration between Sesame Workshop and NewYork-Presbyterian’s neighboring community partners. Sesame Workshop will create educational materials with input from the children and caregivers in the communities NewYork-Presbyterian serves. Among the resources that will be available are bilingual Muppet videos, storybooks, parent guides, and activity books. “Sesamatized” physical spaces including décor featuring Sesame Street Muppets will open in the second half of 2025. The materials will be available where children and their families are, including community centers and NewYork-Presbyterian’s hospitals and clinics.
Additionally, two videos, featuring Elmo, Gabrielle, and other Sesame Street friends, that celebrate everyone of all hair and fur types complement NewYork-Presbyterian’s Dalio Center for Health Justice’s Crown Hair Care program, an initiative to provide inclusive hair care kits for pediatric and obstetric patients with curly, coiled, or tightly textured hair. These are also featured on NewYork-Presbyterian’s patient entertainment system.
About Sesame Workshop
Sesame Workshop is the global impact nonprofit behind Sesame Street and so much more. For over 50 years, we have worked at the intersection of education, media, and research, creating joyful experiences that enrich minds and expand hearts, all in service of empowering each generation to build a better world. Our beloved characters, iconic shows, outreach in communities, and more bring playful early learning to families in more than 150 countries and advance our mission to help children everywhere grow smarter, stronger, and kinder. Learn more at www.sesame.org and follow Sesame Workshop on Instagram, TikTok, Facebook, and X.
About NewYork-Presbyterian
NewYork-Presbyterian is one of the nation’s most comprehensive, integrated academic healthcare systems, encompassing 10 hospitals across the Greater New York area, nearly 200 primary and specialty care clinics and medical groups, and an array of telemedicine services.
A leader in medical education, NewYork-Presbyterian Hospital is affiliated with two renowned medical schools, Weill Cornell Medicine and Columbia University Vagelos College of Physicians and Surgeons. This collaboration means patients have access to the country’s leading physicians, the full range of medical specialties, latest innovations in care, and research that is developing cures and saving lives.
Founded 250 years ago, NewYork-Presbyterian Hospital has a long legacy of medical breakthroughs and innovation, from the invention of the Pap test to pioneering the groundbreaking heart valve replacement procedure called TAVR.
NewYork-Presbyterian’s 50,000 employees and affiliated physicians are dedicated to providing the highest quality, most compassionate care to New Yorkers and patients from across the country and around the world.
For more information, visit www.nyp.org and find us on Facebook, Instagram, YouTube, LinkedIn, and Pinterest.
SOURCE NewYork-Presbyterian
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Lifestyle
How humanities classes benefit students in the workplace and combat loneliness
Humanities majors are declining despite their comparative earning potential and valuable skills like empathy and communication. These courses foster crucial interpersonal abilities, enhancing student engagement and societal connections.
Anna Mae Duane, University of Connecticut
Stereotypes abound about liberal arts degrees leading to low-paying jobs, despite research showing that humanities majors earn salaries comparable to students in many other majors.
Authorities from the White House to high school guidance counselors have encouraged students to prioritize degrees in science and technology over the humanities because of their applicability to the job market. Some legislators have even argued that humanities courses should be defunded entirely.
As a result, enrollment in humanities majors in college has plummeted by 24% since 2012. Lower enrollment also means fewer people are training to teach in this field as well.
But employers value the skills that humanities majors have. Courses in art, literature, history and philosophy can provide students with life skills they can use outside the classroom too. This includes recovering from the current loneliness epidemic afflicting young people.
I’m the director of the University of Connecticut Humanities Institute. Here are three scientifically proven ways that humanities classes benefit students and help them develop social skills within and beyond the classroom.
Development of empathy
As an English professor, I know that when I ask students to discuss the motivations of characters in novels, they inevitably find ways to empathize with the character as well as one another. Both narrative theory and cognitive science back this up. Spending hours immersed in the words and beliefs of other people changes students’ capacity to connect with others.
The same is true of studying history. Students can learn to view the world as a historical figure would have seen it – a concept known as “historical empathy.”
These benefits are not restricted to those who study these subjects as their majors. Medical students who take humanities courses score higher in terms of empathy than those who didn’t. This is a vital skill for those caring for sick patients.
Enrichment of conversational skills
Research suggests that an increase in technology use has atrophied humanity’s capacity to engage in and benefit from face-to-face conversations and to empathize and respond to people in real time.
Humanities classes give students the opportunity to build and sharpen these skills. As a result, there is increasing attention paid to the importance of students in science, technology, engineering and math, or STEM, taking these courses, too.
For example, students in humanities classes must listen to one another’s interpretations and respond, prompting deeper thinking. In one study, pharmacy students took a humanities course where they interpreted and discussed works of art that touched on themes of health care, patient experience and death. By the end of the course, they demonstrated more critical thinking and interpersonal skills, including better communication, self-awareness and ability to relate to others.
Developing the soft skills of interpersonal communication is necessary for students not only in the workplace but also in their lives as citizens.
Promotion of a sense of community
Because humanities courses engage a wide range of human experiences through reading, writing and conversation, students are able to experience other ways of living and relating. This allows them to feel a greater sense of choice in their own lives and a stronger connection to others, even those who make different choices. By studying the choices that people made long ago, students also reckon with how the actions of a few people can affect whole generations, a powerful indication of how profoundly connected people are to one another.
When students are exposed to literature written by authors from a wide range of backgrounds, they are better able to find common ground as they draw from both the author’s perspective and their teacher’s input to shape their own verbal and written responses.
Further, because literature classes often involve collaborative discussion between instructors and students as they work together to approach the text, students see their own contributions as a necessary part of the whole.
For students from marginalized and impoverished backgrounds, the invitation to imagine other ways of life has also been shown to enhance confidence in themselves and connection to others. When these students felt that their voices were an essential part of group discussion, they reported increased feelings of self-efficacy and a greater willingness to engage with the world.
Just as educators teach students to code, they can also teach them to connect to others, understand human complexity and read emotions as skillfully as they read data. These are not just soft skills – but survival skills. I believe the greatest tool we have for combating loneliness, fostering empathy and building a more connected society isn’t silicon-based. It’s the age-old practice of engaging deeply with human stories, ideas and experiences.
Anna Mae Duane, Professor of English, University of Connecticut
This article is republished from The Conversation under a Creative Commons license. Read the original article.
STM Daily News is a vibrant news blog dedicated to sharing the brighter side of human experiences. Emphasizing positive, uplifting stories, the site focuses on delivering inspiring, informative, and well-researched content. With a commitment to accurate, fair, and responsible journalism, STM Daily News aims to foster a community of readers passionate about positive change and engaged in meaningful conversations. Join the movement and explore stories that celebrate the positive impacts shaping our world.
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Food and Beverage
Girl Scouts’ 2025 Cookie Season Kicks Off Nationally, Helping Girls Across the Country Unbox Brighter Futures for Themselves USA – English
Girl Scouts gear up for the 2025 cookie season and celebrate the last year for two iconic cookie flavors, Girl Scout S’mores®, and Toast-Yay!®.
NEW YORK /PRNewswire/ — Today, Girl Scouts of the USA (GSUSA) kicked off the 2025 Girl Scout Cookie® season nationally, a time when Girl Scouts everywhere hone their entrepreneurial skills as they find new and inventive ways to sell cookies, unboxing brighter futures for themselves. With the cookie season back in full swing, cookie lovers can rejoice as they indulge in the classic cookie lineup.
The 2025 cookie lineup is jam-packed with the full spread of highly sought after cookie flavors, including Thin Mints®, Samoas®/Caramel deLites®, Peanut Butter Patties®/Tagalongs® and more. At the close of the 2025 cookie season, two beloved cookie flavors, Girl Scout S’mores® and Toast-Yay!®, will be retired. Fans of S’mores® and Toast-Yay!® cookies can get their hands on their favorite sweet treats for the last time by visiting a nearby cookie booth or reaching out to a Girl Scout they know for their individual Digital Cookie® online sales link. Availability of the soon-to-be-retired varieties will vary depending on customer location.
When girls participate in the Girl Scout Cookie Program, the largest entrepreneurial program in the world, they acquire a host of invaluable entrepreneurial skills, including goal setting, money management, decision-making, people skills and business ethics. Each box of cookies sold allows Girl Scouts to develop an inextinguishable entrepreneurial spirit, gaining courage, confidence and character as they conquer new feats and embark on new adventures. Girl Scouts obtain transferable life skills as they earn a variety of badges and awards, including Cookie Business badges, Financial Literacy badges, Cookie Entrepreneur Family pins and Entrepreneur badges.
“Girl Scout Cookie season is about so much more than selling the iconic cookies people know and love,” said GSUSA Chief Revenue Officer Wendy Lou. “The funds girls earn throughout the season directly power girls’ journeys in leadership, entrepreneurship and community building. The sweet success of each sale is a testament to how much girls can change the world when they put their minds to it.”
This season, GSUSA invites communities around the nation to treat themselves to their favorite cookies—and support the incredible girls behind each box. All proceeds from cookie sales stay with local councils and troops to fuel inspiring experiences for girls throughout the year, including camps, amazing trips, service projects and much more. Girl Scout Cookie season is recognized nationally from January through April, but local timing varies; please support your local Girl Scouts by ordering from a girl you know or by visiting www.girlscoutcookies.org to find a booth near you. Be sure to visit www.girlscoutcookies.org again on or after February 21 to have cookies shipped directly to your home.
How to Purchase Girl Scout Cookies This Year
- If you know a registered Girl Scout, reach out to learn how she’s selling cookies. If you don’t know a Girl Scout, check with your local council or use the Girl Scout Cookie Finder to find a booth and purchase cookies.
- Beginning February 21, customers who do not already know a Girl Scout will also be able to purchase cookies to be shipped directly to their homes by entering their zip code into the Girl Scout Cookie Finder. This link can also be used to find a local booth to purchase cookies in person and/or to donate cookies for local community causes.
- You can also text COOKIES to 59618 to stay informed about how to purchase Girl Scout Cookies and other exciting Girl Scout news. Learn more about the Terms and Conditions and the SMS Privacy Policy.
For more information, to join or to donate, visit girlscouts.org.
We Are Girl Scouts of the USA
Girl Scouts bring their dreams to life and work together to build a better world. Through programs from coast to coast, Girl Scouts of all backgrounds and abilities can be unapologetically themselves as they discover their strengths and rise to meet new challenges—whether they want to climb to the top of a tree or the top of their class, lace up their boots for a hike or advocate for climate justice, or make their first best friends. Backed by adult volunteers, mentors, and millions of alums, Girl Scouts lead the way as they find their voices and make changes that affect the issues most important to them. To join us, volunteer, reconnect, or donate, visit girlscouts.org.
SOURCE GIRL SCOUTS OF THE U.S.A.
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