John, D. D., & Chen, Y. (2017, June), STEM Education Redefined  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28843

\bibitem{asee_peer_28843}
  John, D. D., \& Chen, Y. (2017, June), \emph{STEM Education Redefined}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28843

David Dylan John and Yunfeng Chen.  "STEM Education Redefined".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28843 Internet.  14 Dec, 2024

\bibitem{asee_peer_28843}
  David Dylan John and Yunfeng Chen.
  "STEM Education Redefined".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28843 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_28843
author = "David Dylan John and Yunfeng Chen"
title = "STEM Education Redefined"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28843}
number = {10.18260/1-2--28843}
}

TY  - CPAPER
AB  - Current Science, Technology, Engineering, and Mathematics (STEM) education focuses predominantly on technically specialized knowledge and skills. STEM in this study is redefined as soft skills, technical skills, experience and managerial skills (Redefined STEM). Even though technical background is important, companies have expressed explicitly that they lean towards those graduates who are well rounded with soft and managerial skills. Both practitioners and academicians recognize and claim the importance of those non-technical skills. However, there is no consensus about those skills. In addition, many studies are limited in their theoretical justification. More significantly, limited empirical evidence is provided. This study is conducted to fill the above gaps to explore and identify the most important skills, for the success of STEM graduates through a qualitative methodology. Students and industry practitioners from a variety of STEM disciplines are sourced for structured interviews with the researchers. Based on the data collection through these interviews, qualitative analysis of data is conducted. Following a review of previous literature and comparison with the interview data, a pool of skills for determining success of STEM graduates is generated. The skills are identified and grouped under the redefined STEM of soft skills, technical skills, experience and managerial skills.  This study has both theoretical and practical contributions. Theoretically, this study provides practitioners and academicians new insights and empirical evidence to the importance of non-technical skills for the success of STEM graduates. Practically, institutions can incorporate the Redefined STEM into their curriculum and emphasize on skills that contribute to their professional success.


AU  - David Dylan John
AU  - Yunfeng Chen
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - STEM Education Redefined
UR  - https://peer.asee.org/28843
DO  - 10.18260/1-2--28843
ER  -