Abstract
Within the global business environment there is a critical need for a diverse pool of employees with higher education degrees in the fields of science, technology, engineering, and mathematics (STEM). Unfortunately, in the United States, graduation statistics suggest marginalized groups are underrepresented in the awarding of STEM degrees. This chapter explains why diversity in STEM careers is reported to be a critical need for U.S. economic sustainability and competitiveness in the global business arena. It highlights the major challenges and barriers in STEM education related to instructional design that severely limit student engagement and derail degree attainment in STEM disciplines, especially for marginalized groups. The chapter also explains how Universal Design for Learning (UDL) acts a template for improved instructional design and introduce the LEVEL instructional model, which was created based on the principles of UDL and, when utilized in higher education coursework, promotes active learning and support for diverse learning styles.
TopIntroduction
Higher education students have recognized that after completing a degree in a STEM discipline, they will have higher-paying career opportunities than those made possible by any other degree (Carnevale et al., 2015). Also, STEM job opportunities worldwide are projected to have substantial growth compared to non-STEM employment (Yamada, 2017). Unfortunately, STEM majors require a passing grade in barrier courses that expect mastery in mathematics as a basis for achievement. Mathematics instruction is usually performed by instructors who have a Ph.D. in mathematics, and who utilize traditionalist teaching techniques that include timed testing, single answer to a mathematical problem, individual effort, and reliance on memory rather than using available software packages. These antiquated teaching techniques create major challenges to degree completion for non-math major students or students from marginalized populations, forcing many to change majors or completely drop out of higher education.
This chapter will include four stated objectives. First, the chapter will identify how the lack of diversity in STEM graduates creates a threat to economic sustainability for the United States. In the global business arena, the United States’ ability to maintain economic stability and competitiveness is a byproduct of the “educational attainment of its citizens” (Seidman, 2012, pp. 2–3; Martin, 2017). Due to post-World War I technological innovations, the need for a superior education in mathematics and science, two STEM-related subjects which provide the basis for research and development using advanced technology, were brought to the forefront of the educational model. As a result, underdeveloped nations have reinforced STEM educational standards, and joined the superpowers to enter the global marketplace as direct competitors (Benish, 2018). In the 21st century the requirement for a STEM career is proficiency in critical thinking, adaptation to technological advances, problem solving, and a diverse team mentality that considers all facets of a problem or issue. Despite a growth in the need for a multicultural STEM workforce worldwide, the lack of representation of underrepresented groups from the U.S. market, who would bring perspectives based on different cultural and social experiences, remains a chronic problem and signifies the loss of untapped talent (Benish, 2018).
Second, the chapter will explain how the presence of instructional design that does not foster active learning inhibits the successful attainment of STEM degrees, especially for marginalized groups. Research has posited that nonelection or non-persistence in a STEM course of study for marginalized groups is because academic administrations create and support learning environments that, in addition to allowing traditionalist teaching methodologies to continue, have neglected the psychological, sociological, and cultural factors that impact student persistence (Tinto, 1975; Erickson et al., 2010; Savage et al., 2019). For example, many colleges and universities have no matching racial ethnicity or cultural identities in their instructors or peer interactions. As a result, students do not feel comfortable engaging in an environment where they feel isolated (Alexander & Hermann, 2016).
Third, the chapter will outline the origins of UDL and its adaptation to academics in elementary, secondary, and special needs populations, which ultimately spread to higher education (Pisha & Coyne, 2001). UDL concepts are grounded in the principle that instructional materials for course delivery should only be created and utilized after a careful evaluation of student learning needs and then designed to support and challenge all learners participating in the course (Pisha & Coyne, 2001). Objections to applying a UDL methodology come from many professors being unfamiliar with designing coursework that considers accessibility, inclusivity, and meaningful engagement strategies (Fenrich et al., 2018).
Key Terms in this Chapter
Learning Styles: The manner in which students learn.
Traditionalist Instruction: Learning that utilizes a rote methodology with lecture as the predominate instructional tool.
Blended: Learning that is divided between on-line and face-to-face formats. Also known as hybrid.
Universal Design for Learning (UDL): A teaching approach that provides opportunities through the use of tools and resources for all students to have equal access to successful understanding in education.
Pedagogy: The art, science, or profession of teaching and teaching methods.
Economic Sustainability: Practices in education that support long-term economic growth.
Hybrid: Learning that is divided between on-line and face-to-face formats. Also known as blended.
Synchronous: Learning that is completed on-line with a structured class time, instructor guidance, and use of online platforms to access the class.
LEVEL Model: Instructional model based on the principals of Universal Design for Learning (UDL).
Instructional Design: The use of resources and other educational tools in creating learning experiences that engage the learning styles of most students in application of knowledge.
Engagement: The process of involvement or commitment to a learning outcome.
Leaky Pipeline: A metaphor that refers to underrepresentation in STEM fields by marginalized populations.
Science, Technology, Engineering, and Mathematics (STEM): A basic course of study with complexities in mathematics concepts.
Asynchronous: Learning that is completed on-line without benefit of a scheduled class time.