research proposal for stem students

• Open access
• Published: 08 September 2021

Engineering practices as a framework for STEM education: a proposal based on epistemic nuances

• Cristina Simarro   ORCID: orcid.org/0000-0001-8532-0879 1 &
• Digna Couso 1  

International Journal of STEM Education volume  8 , Article number:  53 ( 2021 ) Cite this article

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The role of engineering education has gained prominence within the context of STEM education. New educational perspectives such as the National Research Council’s Framework for K-12 Science Education consider engineering practices one of the central pillars of a sound STEM education. While this idea of developing a set of practices analogous to those of professional engineering resonates with recent views of STEM education research, current approaches such as the NRC’s Framework seem too dependent on and interlinked with the list for scientific practices and adheres to this list too strictly. This paper draws on the NRC’s Framework proposing a new set of engineering practices that seek to incorporate the epistemic nuances that differentiate engineering from science. The nine engineering practices proposed contain epistemological nuances that are missing in other proposals, including essential aspects such as problem scoping, identifying multiple solutions, selecting, testing and improving solutions and materializing solutions. This epistemic approach may facilitate students’ content learning and thinking development, offering a more comprehensive and realistic view of the STEM fields.

Introduction

The advocacy for STEM education has been pervasive in current educational debates. There is no doubt that the idea of giving relevance to Science, Engineering, Mathematics and Technology, whether integrated or not, has marked the direction of many educational policies and has been a topic of interest in the field of education research (Bybee, 2013 ; Johnson et al., 2020 ). Within this approach, and influenced by the perspective of design as a new twenty-first century literacy (Blikstein, 2013 ; Pacione, 2010 ), the role of engineering education has been modified, gaining more prominence and centrality in pre-college education (Li et al., 2019 ; Pleasants & Olson, 2019 ). This new role of engineering in the education-for-all perspective is exemplified in the Framework of the National Research Council ( 2012 ) where a prominent place is given to engineering. In this framework, reflecting the importance of understanding the human-built world and recognizing the value of better integrating the teaching and learning of science, engineering, and technology are the reasons behind the elevation of engineering design to the level of scientific inquiry.

Some authors argue that engineering education can improve students' learning in science and mathematics (by providing, for example, a context in which to test scientific knowledge and apply it to practical problems), increase knowledge of engineering and the work of engineers, increase students' technological literacy, and stimulate young people's interest in pursuing engineering as a career. In relation to the idea of STEM education and the integration of its disciplines, there are those who believe that engineering education can act as a catalyst for more interconnected STEM education (King & English, 2016 ; National Academy of Engineering & National Research Council, 2009 ; National Research Council, 2012 ). However, critical voices have denounced the mismatch between the call for more and better engineers and the low presence of engineering education in compulsory education, especially in primary and lower secondary (Bagiati et al., 2015 ; Lucas et al., 2014 ).

In our opinion, some of the motivations and potential benefits of enhancing the presence of engineering in pre-college education somewhat undermine the true raison d'être of this engineering education, which would, in turn, explain the shortcomings pointed out when it comes to engineering education. For instance, the perspective of engineering as a context is fundamentally based on an idea of education focused on the products of engineering as a discipline (e.g.: energy and power technologies). Frameworks such as those of Science, Technology and Society (Bybee, 1987 ) are based precisely on this perspective, where relevance is given to technology (the product of the engineering activity) and not to the engineering practices themselves, emphasizing the connection with other disciplines. Similarly, when technology and engineering are placed at the heart of an integrated STEM education there is an imbalance in the focus on the different STEM disciplines (Honey et al., 2014 ), with engineering and technology often gaining more centrality (Becker & Park, 2011 ) and science and mathematics being used as contexts or tools for tackling technological design problem-solving (English, 2016 ; Sokolowski, 2018 ).

As a result, current STEM education tends to focus on the use of technology per se instead of promoting a way of intervening in relevant social contexts. Hence, engineering and technology education, and STEM education as a consequence, has been criticized for offering a techno-centric view where, for instance, the use of creative technologies is the main concern (a distorted understanding of the T in STEM, identified only as computing (Sanders, 2009 )). This approach moves away from a literacy perspective of STEM education for all and tends to alienate some profiles that are expected to be attracted to STEM disciplines, and especially to engineering, such as girls (Moote et al., 2020 ).

In consequence, there is a growing consensus that engineering education should follow the example of science education by engaging students in disciplinary practices (Cunningham & Carlsen, 2014a ; National Research Council, 2012 ), that is, engage them more in its processes than in its products. Recognizing engineering as a cognitive, social and cultural activity (Bucciarelli, 2003 ) implies recognizing that it encompasses specific practices, that is, specific ways of doing, talking, thinking, valuing and being (Couso & Simarro, 2020 ). From this sociocultural perspective of education, in the same way that scientific practices are seen as a core content for science education (Duschl & Grandy, 2013 ; Osborne, 2014 ), the participation of students in school-based engineering practices analogous to those of the professional engineering world becomes a central element of 21st engineering education.

From engineering process to engineering practices

Seeking to help young students engage in engineering design as a new literacy (English & King, 2015 ), several design and engineering design process models have been recently developed in formal and non-formal contexts, specifically for young grades (primary and lower secondary) (Dorie et al., 2014 ; English & King, 2015 ). While based on an old-fashioned step-by-step approach, and hence far from the idea of learning engineering as participating in a complex and rich cultural practice, it is interesting to identify similarities and differences between these processes. Table 1 summarizes some of these engineering processes, highlighting commonalities and divergences.

Most of these models, for instance, include the idea of scoping the problem, defining the constraints and criteria to bear in mind. While relevant in solving engineering problems in the workplace, little attention is usually given to this engineering activity, especially for young learners (Dorie et al., 2014 ). According to research, problem scoping differentiates experts from novices, with the former spending more time engaged in this type of activities that may lead to higher-quality engineering design solutions (Atman et al., 2007 ). Problem scoping may entail, among others, clarifying and restating the goal of the problem, identifying constraints to be met, exploring feasibility issues and drawing on related context to add meaning (English & King, 2015 ).

Some of the models of the engineering process also refer to the existence of more than one possible solution which entails the need for a selection process based on the defined criteria. This selection process includes the consideration of what others have done to solve the problem, including prior research, and brainstorming for generating new ideas for solutions (NASA, 2009 ). The idea of building a prototype for testing is also present in some of these engineering processes. In contrast to the idea of a descriptive or interpretative model, which is used to demonstrate or explain how a product will look or function, a prototype is used to test different working aspects of a product before the design is finalized (TeachEngineering, 2009 ). Prototyping is considered an activity undertaken by informed designers, and that is an essential part of the design process (Crismond & Adams, 2012 ). Finally, only two of the models refer to the need to communicate, understood as an essential activity for conveying how the solution solves the identified need or problem and meets the criteria and constraints (Massachusetts Department of Elemantary & Secondary Education, 2016 ).

Regardless of the degree of completeness with which the steps included in the different versions of the engineering process summarized in Table 1 are followed, the main problem that we see in common in all of them is that they are focused to sequence a process that can be applied to solve any problem (even those which are not from engineering). Hence, they lack an approach that sees engineering not only as a single set of procedures but as an idiosyncratic and complex cognitive, social and discursive cultural activity with its own tools and rules. The eight engineering practices proposed by the National Research Council ( 2012 ) go one step beyond the idea of engineering process to present engineering as the participation in a set of practices which require the simultaneous coordination of both knowledge and skills:

Defining problems

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

Despite the crucial paradigm shift that entails viewing the teaching and learning of engineering not as the mastery of a generic problem-solving approach but as the promotion of active student participation in engineering practices, we consider the NRC engineering framework insufficient. The main reason is that the list of practices are too dependent on and interlinked with the list for scientific practices: only two practices are specific to engineering (defining problems and designing solutions) while the rest are exactly the same for both science and engineering. In this regard, and from an epistemic viewpoint, we strongly disagree with authors, such as Bybee ( 2011 ), who claim that with the exception of their goals, science and engineering practices are parallel and complementary. As Cunningham and Carlsen ( 2014b ) argue, we believe that a subtle differentiation between science and engineering does not capture the epistemic differences between the two disciplines, and thus does not reflect certain salient engineering values that are essential to the engineering discipline and, at the same time, differentiate it from other disciplines (Couso & Simarro, 2020 ).

Surprisingly, if a complete reading of the NRC framework is made, some of these differences can be grasped. For example, when discussing models, the framework introduces the concept of the prototype as a key element in engineering (as it occurred in the engineering processes compared above). From this perspective, one can evaluate the different role that the model idea plays in both disciplines: for science, a model is a key element and is part of the final product of its practice, whereas in engineering, a model is a tool to test a simplified version of the solution before its final release. A scientific model is a conceptual structure that represents a phenomena in order to describe, predict and explain it (Oh & Oh, 2011 ). As such, it is a reasoning artefact which is the product of the practice of modelling (Couso & Garrido-Espeja, 2017 ). An example is the Bohr model of the atom, which can be expressed in terms of drawings, written accounts, physical models (such as a play dough one) and others. Conversely, an engineering model (prototype) is intended to describe systems to be built and has evaluation as its primary objective (Combemale et al., 2016 ; Jensen et al., 2016 ). Small scale constructions or alpha versions in software developments are some examples of prototyping in engineering. Similarly, the importance of optimization in engineering is also emphasized, highlighting the existence of multiple solutions to the same problem and the selection of one based on a balance between the constraints and specifications defined in each case. While not labelled as optimization, this idea is also present in the step-by-step approaches to the engineering method reviewed previously. In contrast, science is always looking for the simplest and most explanatory solution, with the goal of science being to find a single theory that applies in a complete and coherent way to a large number of related phenomena. This fact also involves differences at the level of argumentation made by scientists and engineers: while in the first case the argumentation seeks to rule out possible alternative explanations based on multiple tests, in the second the main thing is to justify the choice made, evaluating prospective designs and producing the most effective design to meet specifications and constraints (National Research Council, 2012 ).

Despite the differentiation made in the text, the list of eight engineering practices proposed in the NRC curriculum framework do not sufficiently emphasize the important differences between both disciplines, science and engineering (Cunningham & Carlsen, 2014a ), and their statements, built in the image and likeness of scientific practices, do not encapsulate key elements of the nature of the engineering activity. Given the relevance that the list of eight engineering practices has on educational standards and curriculum designs, we consider the need for a new conceptualization of engineering practices in which the idiosyncratic differences between science and engineering are reflected. This is not to avoid an interdisciplinary STEM teaching approach where both science and engineering are considered, but to help teachers to improve students’ understanding and knowledge both of and about engineering either in disciplinary or interdisciplinary oriented curricula.

Including epistemic nuances to the idea of engineering practices

A rich engineering education that educates not only in engineering but also about engineering needs to entail an epistemic view of the discipline, that is the range of practices, methodologies, aims and values, knowledge and social norms that characterize the disciplines (Erduran & Dagher, 2014 ). In this regard, and as we have published elsewhere (Couso & Simarro, 2020 ), STEM education would strongly benefit from taking an epistemological perspective that emphasizes the differences between science and engineering, in order to better understand the relationship and inter-dependence between both disciplines.

Table 2 summarizes main epistemic differences between science and engineering disciplines (Couso & Simarro, 2020 ). Without going into detail, we highlight here some of these differences. Regarding their Aim , which can be considered the main distinctive characteristic between disciplines (Park et al., 2020 ; Sinclair, 1993 ), science and engineering pursue goals of a distinct nature. Science focuses on developing theoretical descriptions and constructing reliable explanatory frameworks of the natural world in order to understand and act upon it. Engineering has as a primary aim the construction of optimal human-made solutions. Hence, engineering objects of knowledge are human-made artefacts, including their study in functional terms and their construction (Boon, 2006 ; Bunge, 2017 ; Hansson, 2007 , 2015 ; National Research Council, 2012 ; Sharp, 1991 ). The different nature of the aim of each discipline entails that while engineering solutions need to be concrete, operational and feasible today, a scientific explanatory framework such as a theory or model can only be abstract and conceptual. Furthermore, despite the evidence-based nature of models or theories, their connection to reality can be researched much later than their theoretical envisioning. Derived from each discipline’s aim, different Spheres of Activity are identified for science and engineering that follow their respective aims. Scientific activity is characterized by three interconnected fields of action that involve the socio-discursive and reasoning processes of: inquiry, argumentation and modelling (Duschl & Grandy, 2013 ; Osborne, 2014 ). Engineering practices take place in the creation (problem scoping and solution generation), the evaluation (assessment and selection) and the realization (making and bringing ideas to life) spaces (Dym et al., 2005 ).

These core activities result in specific scientific and engineering Forms of Knowledge. Principles, theories, laws, models and facts are recognized forms of knowledge that work together in generating and validating scientific explanations (Erduran & Dagher, 2014 ) while mechanisms, processes and technologies could be understood as the way knowledge is encapsulated in engineering, both as a source and product of the engineering activity. Although less work has been done regarding the nature of engineering in order to establish the forms of knowledge that are important for this field, many authors agree on considering that engineering generates knowledge for use in design, thus related to specific technologies: how particular technologies function, analytical tools and models that can be applied to a range of technological phenomena,… (Pleasants & Olson, 2019 ; Vincenti, 1990 ). Values and Quality Criteria are again specific aspects that characterize science and engineering. The descriptions and interpretations constructed by science intend to be accurate, universal, simple, coherent, mutually consistent and based on evidence in an adequate, valid and reliable way. Therefore, scientific explanatory, descriptive and predictive frameworks are successful as far as they are adjusted to these values (even theoretically) regardless of their immediate practical application. In contrast, engineering values are closely connected to the practical feasibility and success of the engineered solution. Success is measured by the extent to which a technical solution provides an answer to a problem addressed in an optimal way, in terms of applicability, reliability, effectiveness and efficiency (Boon, 2006 ; Erduran & Dagher, 2014 ; National Research Council, 2012 ).

Finally, and influenced by the characteristics of other dimensions, both science and engineering follow specific Methodological Rules that meet these values and quality criteria. In science, these methodological rules basically refer to the sophisticated ways in which theory, data and evidence should be coordinated. For engineering, where there is less room for idealization, other methodological rules apply. Of particular importance is the need for actual testing of the diverse proposed solutions (Hansson, 2007 ; National Academy of Engineering & National Research Council, 2009 ).

All these dimensions—spheres of activity, forms of knowledge, values and quality criteria, and methodological rules—influence the more visible and recognizable characteristics of science and engineering. Science and engineering Practices, Knowledge, Ethos and Methods are the characteristics of the disciplines that are more context-dependent and, as such, less idiosyncratic. In this regard, some overlap exists in the way we define these characteristics in different disciplines which could explain, for instance, the interdependence between scientific and engineering practices proposed by the NRC framework and evident in the many fields that combine both, such as nanotechnology or bioengineering.

Towards a more comprehensive account of engineering practices

Several voices have identified the lack of epistemic emphasis on the engineering PreK-12 standards and the imbalanced presence of disciplines in STEM education (Cunningham & Carlsen, 2014a , 2014b ; ITEEA & CTETE, 2020 ). As a result, new educational proposals have recently been emerging. A clear example is the new Standards for Technological and Engineering Literacy developed by the International Technology and Engineering Educators Association (ITEEA) and the Council on Technology and Engineering Teacher Education (CTETE) ( 2020 ). These new standards acknowledge the epistemological basis of engineering and technology and propose a new framework which also includes engineering (and technological) practices as one of its organizers. However, while these practices are seen as key attributes and personal qualities that all technology and engineering students should exhibit, they are, in our opinion, more based on the idea of skills and competences (e.g.: collaboration, communication, creativity…) rather than on the discipline’s spheres of activity that characterize the NRC idea of practices.

In this regard, while recognizing the shortcomings of the NRC engineering practices highlighted before, we draw on them to propose a new set of engineering practices that seek to incorporate the epistemic nuances discussed above. Bearing in mind these epistemological differences, especially in terms of spheres of activity, as well as the approaches that address to some extent the idea of ​​engineering process (Table 1 ), we propose a set of nine engineering practices that emphasize some of the key elements that, from our point of view, should be included in the idea of engineering practices (Table 3 ).

What follows is a summary of the main ideas included in our proposal. Their description does not follow the order of the practices as presented in the NRC’s framework but is based on the nature of the proposed changes: for some practices a new definition has been proposed or expanded (e.g.: defining problems and designing solutions), while for others only some concepts have been nuanced (e.g.: models vs. prototypes or simulations and investigations vs. tests) or have been even integrally kept (engaging in argument from evidence and obtaining, evaluating, and communicating information).

From defining problems to defining and delimiting problems

Expanding the idea of problem definition, this proposal highlights the need for delimiting problems, that is, establishing what constraints need to be considered when thinking about possible solutions. Hence, Defining Problems practice becomes Defining and Delimiting Problem s which, in fact, is already stated as one of the engineering core ideas, including the emphasis given to this core idea of specifying clear criteria within the practice itself. Delimiting includes the concept of systems thinking because it limits the scope and allows definition of the restrictions and the criteria of success. In our opinion, this way of defining a problem, including its explicit delimitation, is not trivial since “Many such problems (to which engineers are invited to solve) (…) are ill-defined or wicked problems, meaning that it is not at all clear what the problem is exactly and what a solution to the problem would consist in” (Franssen et al., 2018 ). Moreover, the idea of delimitation suggests the need to consider a holistic approach to engineering problem-solving, presented as an open system that requires considering all aspects and perspectives not only of artefacts and users, but also their effects on the environment, individuals, and society and culture (Karatas et al., 2011 ). As Hansson ( 2007 ) points out, engineering often deals with concepts loaded with value such as user-friendliness, respect for the environment, or risk. This problem framing is seen by research as a crucial difference between experienced and novice designers (Crismond & Adams, 2012 ), influencing the entire design process.

As an example, beyond asking students to define the problem to be solved (what is needed, what is the purpose, what are the functions that a solution must accomplish…) we ask them to bear in mind the context in which the problem takes place. This may entail considering constraints related to sustainability and economy, understanding end-users’ characteristics or assessing resources at hand. Allowing students to assess the suitability of existing solutions, considering several constraints, could help students in elementary levels to start thinking beyond intrinsic solution variables as constraints while more advanced students could be faced with complex contexts in which they identify nonobvious needs or constraints.

From designing solutions to identifying and/or developing multiple solutions and selecting the optimal one

In regard to the idea of designing solutions, the practices proposed by the NRC present, from our point of view, a fundamental problem, also applicable to scientific practices. In our opinion, the idea of designing solutions (for engineering) or building explanations (for science) is too generic as a practice and, in fact, is basically the goal (aim) of each discipline as we have previously discussed. Looking to offer an alternative that includes some of the key aspects highlighted for engineering, in our proposal we have raised the idea of identifying and/or developing multiple solutions and selecting the optimal one . This specification is based on the understanding that, in engineering, solutions are never unique and that only by considering the constraints posed in the delimitation of the problem (and from a holistic perspective as discussed above), can one choose a desired solution to consider and to bet on, for example, the realization of prototypes and tests.

With elementary students this practice can be developed by comparing existing solutions to a similar need (for instance, comparing electric cars with internal combustion engine vehicles or diverse heating systems) and discussing according to which constraints each solution would be optimal. Higher level students may define their own solutions and compare them with others to finally decide which is the best solution given specific constraints and considering trade-offs among them. The objective is to see that diverse solutions are possible but only few of them offer trade-offs levels that make them eligible. Developing this practice with students and embracing their different solutions to the same problem helps to enhance the epistemic idea that there are multiple solutions to the same engineering design problem and that the optimal solution can change depending on the criteria and constraints considered.

From using mathematics and computational thinking to including scientific models and available technologies

Similarly, and regarding the practice of using mathematical thinking and computational thinking, our proposal adds two ideas that would also be useful for scientific practices: the use of scientific models and available technologies . According to this, both the results of the scientific (models) and engineering (technologies) activity also serve as a resource to achieve each of the respective aims of both disciplines. This approach is more in line with the idea of STEM as a field in which their disciplines share common grounds and are profoundly interrelated, despite not being the same. Moreover, and in the case of engineering, it acknowledges how understanding the natural world may help engineering processes and technologies to improve and make visible the nature of technology as an evolution and combination of previous technologies (Arthur’s combinational evolution (Arthur, 2011 )).

Developing this practice among students should encompass the analysis of the evolution of current technologies, understanding how scientific advances explain technology transitions as well as identifying which technologies enabled the conceptualization of new solutions (for example, how radio wave communication revolutionized global communication systems). Older students should also take advantage of their scientific, technological and mathematical knowledge to define and optimize their own solutions.

From models and investigations to prototypes, simulations and tests

Additionally, our proposal adds nuance to some of the words commonly used for scientific and engineering practices. On the one hand, with regard to models, there has been an attempt to avoid confusion with the idea of scientific model because we believe that the “models” used in engineering (to test possible solutions and to look for points for improvement) differ greatly from the idea of scientific models. Thus, we propose the terms prototypes and simulations , following some of the curricular proposals presented above. On the other hand, there has also been an attempt to avoid the use of the word investigation which could be easily linked to the idea of inquiry . Given the relevance of this concept of inquiry for science teaching we alternatively propose to talk about testing. Beyond a trial-and-error approach, engineering testing also requires a thoughtful plan, considering the variables to be considered for answering the posed questions. However, while science investigations seek to obtain evidence for confirming existing theories and explanations or to revise and develop new ones, engineering tests aim to validate the performance of a solution given specific constraints. Hence, while scientific inquiry uses evidence for assessing the world of ideas, engineering tests obtains evidence from and to the world of objects.

From analyzing and interpreting data to identifying points of improvement

Seeking to emphasize the idea of ​​optimization, so relevant to engineering, the practice of analyzing and interpreting data has been nuanced with the identification of points for improvement , considering the need to respond to the constraints identified in delimiting the problem. As discussed above, engineering solutions are less idealized than scientific explanations. In this regard, the best engineering solution is charged with diverse values beyond its efficacy, which influence a diverse number of trade-offs to be assessed and tackled before confirming the suitability of the solution. Hence, the analysis and interpretation of data is made in light of this optimal solution and not only to see if data obtained through engineering test confirm whether a solution is suitable or not.

Engaging in argument from evidence and obtaining, evaluating, and communicating information

The three last practices discussed above (development of prototypes and simulations, planning of tests and analysis for the identification of points of improvement) are those more related to the hands-on nature traditionally linked to technology and engineering as an educational subject. However, these practices are not minds-off. While they usually occur in the world of objects (with tests carried out with physical prototypes or simulations) these practices are also loaded with ideas, including the hypothesis made while defining the tests to carry out. These hypotheses will be linked to the constraints and contexts considered when delimiting the problem. In this regard, beyond activities addressed to prototyping and simulating (with the emerging creative technologies such as 3D printing or block programming solutions) we must present students with activities in which they define the criteria for success and design reliable tests in order to obtain evidence. This evidence and the quality of the conducted tests will in turn be central to arguments used while communicating the suitability of one solution. In our proposal, the practices of building arguments based on evidence and obtaining, evaluating and communicating information have been maintained, as it has not been considered necessary to make any clarifications or add nuance in relation to scientific practices beyond the assumption that both engineering evidences and tests have a different nature to scientific evidences and inquiry processes.

Materialization: a new practice

Finally, our proposal includes a ninth practice, not considered in the NRC list, which involves the idea of non-idealization in engineering solutions: the materialization of the solutions . The challenge of moving from a desired function for a technology to the real structure that will produce that desired function is seen as a mysterious practice that can not be achieved mechanistically or algorithmically but that requires great creativity (Pleasants & Olson, 2019 ). Hence, this ninth practice of materialization seeks to encapsulate this creative but strongly constrained process of grounding the theoretical ideas about the solutions considering the actual technological and socio-economic limits of the context in which the problem is being solved, which include the actual available or affordable resources (e.g.: materials at hand to use in order to have a low environmental or economic impact). This materialization practice focuses not only on the construction of the solutions themselves (bringing them to life, as some authors say) but includes what some authors have called visualization, an engineering habit of mind that refers to the ability to move from the abstract to the concrete, that is, how to concretize an idea to arrive at a practical solution, including the selection and manipulation of real materials (Lucas et al., 2014 ). At this regard, while we agree with Cunningham and Kelly ( 2017 ) that one core feature of potential solutions that must be carefully weighed to the non-ideal solutions of engineering is what materials the technology is made from and consequently that the practice of considering materials and their properties is a core engineering practice, we think that this idea of materialization as a creative process goes beyond materials and encompasses all the concepts or engineering knowledge that may help realizing the solution (including, for instance, the processes to be used). And it is that making and doing are at the heart of what makes technology and engineering so different from other fields, including skills such as manipulating materials and effectively using hand and power tools (ITEEA & CTETE, 2020 ). This materialization practice is a broader practice included in the third sphere of activity in which, according to some authors, the engineering design process takes place: creation, evaluation and realization (Dym et al., 2005 ). Thus, from our point of view, this materialization practice is an important difference between science and engineering, being one of the engineering spheres of activity highlighted above, which is not captured in the eight practices proposed by the NRC’s framework.

Developing this materialization among students goes beyond the construction process itself and must encompass a critical selection, acquisition and treatment of materials and the organisation and participation in the processes to be used when turning student solutions into reality. Younger students must be trained in such practice by critically analysing existing technologies or solutions and discussing if the materials used are the most suitable for the solution’s purpose and considering available resources such as environment (e.g.: comparing diverse plastic water bottles). Older students would face real challenges in which they decide which of the resources at hand could be used for implementing their theoretically designed solution.

Conclusions

PreK-12 engineering education is still under development. While recent efforts such as the inclusion of engineering practices in the NRC Framework ( 2012 ) or the recent Standards for Technology and Engineering Literacy (ITEEA & CTETE, 2020 ) confirm an ascending trend of the role of engineering in STEM education, the truth is that engineering is still commonly underrepresented and misunderstood, particularly in pre-college education for all. In our opinion, this misrepresentation is due to a lack of epistemological view of disciplines, which hinders a rich view of the nature of each of the STEM disciplines (Couso & Simarro, 2020 ; Erduran, 2020 ). In the case of engineering, this imbalance is exemplified in the dependence of the engineering practices proposed by NRC, which are mainly based on disciplines similarities instead of essential disciplinary differences (Cunningham & Carlsen, 2014b ; Cunningham & Kelly, 2017 ).

Our proposal has tried to apply the centrality given by the NRC framework to the idea of practices as the spheres of activity of engineering that we want to analogically develop with our students. While similar work has been done in the same direction, like the suggestive epistemic practices of engineering for education proposed by Cunningham and Kelly ( 2017 ), our proposal has been intended to take advantage of the already existing NRC framework which is influencing many standards and is being integrated by teachers. The nine engineering practices that we have proposed embed the epistemological load that is missed in other proposals, including essential aspects such as problem scoping, identifying multiple solutions, selecting, testing and improving solutions and materializing solutions. In this proposal, design is not only a part of the practices, but the overarching practice linked to the engineering actual disciplinary aim. In our opinion, STEM educators will benefit from the emphasis given to engineering disciplinary idiosyncrasy because it will allow them to promote a sound STEM education that offers a more comprehensive and realistic view of all the STEM fields (Ortiz-Revilla et al., 2020 ). As Li and colleagues argue, educational research would benefit from a better identification, examination, and comparison of specific epistemic practices pertinent to different disciplines in STEM to facilitate students’ content learning and thinking development (Li et al., 2019 ). In the specific case of engineering, epistemic beliefs about engineering (nature of engineering (NOE) views) can influence students’ learning and a better understanding of NOE is a crucial component of engineering literacy (Deniz et al., 2019 ). In this regard, the set of engineering practices presented in this paper seeks to enhance students’ NOE views in order to allow them to better appreciate epistemic aspects of the engineering design process. Being able to integrate practices of the different STEM disciplines is one of the desirable outcomes of a sound STEM education, which would not happen adequately without a clear epistemological approach.

However, the development of engineering practices is only a portion of what a rich engineering education may offer in order to achieve high levels of engineering literacy among students. The development of engineering practices is beneficial not only in terms of the content of the practices themselves, but is also useful for learning other relevant conceptual content such as the central ideas of engineering. In this regard, more work has to be done if we want engineering to have a more prominent status within STEM disciplines not only by adding a technological component or providing interesting “ways of doing”, but also by providing conceptual artefacts and tools to think about the world and act on the world.

Unfortunately, the imbalance between science and engineering is also evident when it comes to the so-called core ideas . Presented in the NRC framework as the key important concepts of each discipline, and following the philosophy of Harlen’s big ideas of science (Harlen, 2010 ), these core ideas are, together with the idea of scientific and engineering practices and crosscutting concepts, one of the three dimensions of the Framework. However, while in the case of science a total of eleven key ideas with their corresponding sub-ideas are included within the scientific core ideas, only two core ideas are listed for engineering, the first being very close to the idea of practice (engineering design) and the second being the interrelation between engineering, technology, science and society. Hence, while identified as core ideas, the truth is that they do not correspond to the definition of a core idea. As Cunningham and Carlsen ( 2014b ) point out regarding the first engineering core idea (ETS1: Engineering Designs) it sounds like activities—defining and delimiting an engineering problem, developing possible solutions, and optimizing the design solution- and not like concepts, principles, or theories. Moreover, the second core idea (ETS2: Links Among Engineering, Technology, Science, and Society) is far from being a central idea of engineering, but is instead a reflection about the relationship between both science and engineering that: (1) is not included in science core ideas, and (2) gives the idea, according to how it is specified, of engineering and technology as a mere application of science (Ortiz-Revilla et al., 2020 ). Again, the effort of equating engineering and technology contents to science content is limited by the lack of an epistemological view.

The new Standards for Technological and Engineering Literacy (ITEEA & CTETE, 2020 ) seek to broaden the concept of engineering core concepts. However, in our opinion, they fail to propose operational dimensions and categories for such core concepts, mixing elements of diverse nature (some related to practices (resources, requirements, trade-off, optimization), other elements related to cross-cutting concepts (system and process) and others more related to specific technologies (control)).

Perspectives about how technologies are developed (including the exploitation of natural resources), their nature (how they are and how they are used) and their applications (in which contexts they are used and the particularities that characterize each context) could be pillars to support a robust framework for defining the missing engineering core ideas.

Finally, our work has been focused on engineering literacy. While the links between engineering and technology are blurred, sometimes leading to discussions about technological and engineering literacy as a whole (ITEEA & CTETE, 2020 ), we believe that some reflection should also be done in order to deepen on the understanding of their differences. As mentioned previously, engineering practices such as the ones proposed in this paper are built under the umbrella of design as the core practice of engineering, related to the engineering aim of constructing optimal solutions. Considering technology as a field that, rather than designing them, uses human-designed products, systems, and processes to modify the natural environment in order to satisfy needs and wants (ITEEA & CTETE, 2020 ), a person literate in technology should perhaps develop specific technological practices which could be linked to, but different from, engineering ones.

Availability of data and materials

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Abbreviations

Science, Technology, Engineering and Mathematics

National Research Council

International Technology and Engineering Educators Association

Council on Technology and Engineering Teacher Education

Nature of Engineering

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Acknowledgements

This work was supported by the Spanish Government Project ESPIGA [PGC2018-096581-B-C21], within the ACELEC research group [2017SGR1399].

Ministry of Science and Innovation. Spanish Government.

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Simarro, C., Couso, D. Engineering practices as a framework for STEM education: a proposal based on epistemic nuances. IJ STEM Ed 8 , 53 (2021). https://doi.org/10.1186/s40594-021-00310-2

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References for STEM-related Education and Training Proposals

Education and training proposals are generally based on a literature review, and need to have assessments and evidence-based best practices. The list below is a compilation of references related to STEM that may be useful for developing a strong education and training proposal. 

• National Science Foundation, National Center for Science and Engineering Statistics. (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Alexandria, VA.
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• National Science Board. (2018). Science and Engineering Indicators. Arlington, VA: National Science Foundation
• National Science Board. (2018). Our Nation’s Future Competitiveness Relies on Building a STEM-Capable U.S. Workforce: A Policy Companion Statement to Science and Engineering Indicators 2018. Arlington, VA: National Science Foundation.
• National Science Foundation. (2018). Building the future: Investing in discovery and innovation – NSF strategic plan for fiscal years (FY) 2018 – 2022 (NSF18045) .  
• National Academies of Sciences, Engineering, and Medicine. (2018). Measuring the 21st-century science and engineering workforce population: Evolving needs.   Washington, DC: The National Academies Press. 
• National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives . Washington, DC: The National Academies Press. 
• National Academies of Sciences, Engineering, and Medicine. (2018). Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2018). Graduate STEM Education for the 21st Century. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2018). Measuring the 21st Century Science and Engineering Workforce Population: Evolving Needs. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2018). Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Building America’s Skilled Technical Workforce. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2017). Building America’s skilled technical workforce.   Washington, DC: The National Academies Press. 
• National Academies of Sciences, Engineering, and Medicine. (2016). Science Literacy: Concepts, Contexts, and Consequences. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2016). Developing National STEM Workforce Strategy: A workshop summary. Washington, DC: The National Academies Press. 
• National Research Council. (2015). Identifying and supporting productive STEM programs in out-of-school settings. Washington, DC: The National Academies Press. 
• National Research Council. (2015). Enhancing the Effectiveness of Team Science. Washington, DC: The National Academies Press. 
• National Research Council. (2015). Identifying and Supporting Productive STEM Programs in Out-of-School Settings. Washington, DC: The National Academies Press. 
• National Academies of Sciences, Engineering, and Medicine. (2015). Science Teachers’ Learning: Enhancing Opportunities, Creating Supportive Contexts. Washington, DC: The National Academies Press.
• Bailey, T.R., Jaggars, S.S., and Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press.
• Kober, N. (2015). Reaching Students: What the Research Says About Effective Instruction in Undergraduate Science and Engineering. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• Executive Office of the President. (January 2014). Increasing college opportunity for low-income students: Promising models and a call to action. 
• National Research Council and National Academy of Engineering. (2013). Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning; Summary of a Forum. Prepared by Steve Olson. Washington DC: The National Academies Press.
• Chen, X. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields (NCES 2014-001).Washington DC: National Center for Education Statistics, Institute of Education Sciences U.S. Department of Education.
• President’s Council of Advisors on Science and Technology, Executive Office of the President. (February 2013). Engage to excel:  Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics.
• President’s Council of Advisors. (2012). Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Washington, DC: Executive Office of the White House.
• Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago: The University of Chicago Press.
• National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academies Press. 
• National Research Council. (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. S.R. Singer, N.R. Nielsen, and H.A. Schweingeruber, Editors. Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Committee on Defining Deeper Learning and 21st Century Skills, J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Research Council. (2012). A framework for K-12 science education practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Research Council. (2012). Monitoring progress toward successful K-12 STEM education: A nation advancing? Committee on the Evaluation Framework for Successful K-12 STEM Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education.
• Lumina Foundation. (2011). Four Steps to Finishing First in Higher Education. Indianapolis, IN. 
• National Research Council. (2011). Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Committee on Science, Engineering, and Public Policy. Washington, DC: The National Academies Press.
• National Research Council. (2011). Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Natalie Nielsen, Rapporteur, Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Academies of Sciences, Engineering, and Medicine. (2011). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Washington, DC: The National Academies Press. 
• Carnevale, A.P., Smith, N., and Melton, M. (2011). STEM. Washington, DC: Georgetown University Center on Education and the Workforce.
• Carnevale, A.P., Smith, N, and Strohl, J. (2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Washington, DC: Georgetown University Center on Education and the Workforce.
• Zemsky, R. (2009). Making reform work: The case for transforming American higher education. New Brunswick: Rutgers University Press.
• National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: The National Academies Press. 
• Bowen, W.G., Chingos, M.M., and McPherson, M.S. (2009). Crossing the finish line: Completing college at America’s public universities. Princeton, N.J.: Princeton University Press.
• College Board. (2008). The Effectiveness of Financial Aid Policies: What the Research Tells Us. Sandy Baum, Michael McPherson, and Patricia Steele, Editors. The College Board. New York: New York.
• Kazis, R., Vargas, J., and Hoffman, N. (Eds.). (2004). Double the numbers: Increasing postsecondary credentials for underrepresented youth. Cambridge, MA: Harvard Education Press.
• Kelly, T.K, Butz, W.P., Carroll, S., Adamson, D.M., and Bloom, G. (Eds.). (2004). The U.S. Scientific and Technical Workforce: Improving Data for Decision making. Rand Corporation.

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3. Quality of the research experience

Yale labs typically provide a good research experience, but it is important for your mentor to mention how he/she will specifically mentor you over the summer. How often will your primary mentor (the lab PI) meet with you? Will you get to present your research data to the mentor? To your lab members? We want you not to only learn the technical aspects of doing science, but also to constantly discuss your data with your mentor, brainstorm any problems you might encounter and present your data in lab meetings.

4. Quality of mentor’s letter of support

Be sure to provide the guidelines for the mentor letter to your mentor AT LEAST several weeks before the deadline for the application so she/he knows what is expected and will have the time to write a well though-out letter for you.  If you are new to your lab, but have previous research experience from high school be sure to include a letter from your previous mentor as well. Get to know your mentor so she/he can craft a strong letter of support for you.

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55 Brilliant Research Topics For STEM Students

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper or write my research paper , below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

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Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

• The effectiveness of online learning over physical learning
• The rise of metabolic diseases and their relationship to increased consumption
• How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students.

• A study of the effect of digital technology on millennials
• A futuristic study of a world ruled by robotics
• A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

• An exploration into how microbial factories result in the cause shortage in raw metals
• An experimental study on the possibility of older-aged men passing genetic abnormalities to children
• A critical evaluation of how genetics could be used to help humans live healthier and longer.

Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

• A study of nuclear fusion and fission
• An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
• A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

• Impacts of alcohol addiction on the psychological life of humans
• The popularity of depression and schizophrenia amongst the pediatric population
• The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

• How population impacts energy-saving strategies
• The application of an Excel table processor capabilities for cost calculation
•  A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

• Can pancreatic gland transplantation cure diabetes?
• A study of improved living conditions and obesity
• An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

• A study of protease inhibitor and how it operates
• A study of how men’s exercise impacts DNA traits passed to children
• A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

• How can the problem of Space junk be solved?
• Can meteorites change our view of the universe?
• Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

• A comparative study of social media addiction and adverse depression
• The human effect of the illegal use of formalin in milk and food preservation
• An evaluation of the human impact on the biosphere and its results
• A study of how fungus affects plant growth
• A comparative study of antiviral drugs and vaccine
• A study of the ways technology has improved medicine and life science
• The effectiveness of Vitamin D among older adults for disease prevention
• What is the possibility of life on other planets?
• Effects of Hubble Space Telescope on the universe
• A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

• How do magnetic fields impact plant growth?
• Do the different colors of light impact the rate of photosynthesis?
• How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

• A study of how plants conduct electricity
• How does water salinity affect plant growth?
• A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

• An evaluation of artificial gravity and how it impacts seed germination
• An exploration of the steps taken to develop the Covid-19 vaccine
• Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

• A study of stem cell treatment
• How can molecular biological research of rare genetic disorders help understand cancer?
• How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

• How does Covid-19 impact immune-compromised people?
• Soil temperature and how it affects root growth
• Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

• The scientific information concept and its role in conducting scientific research
• The role of mathematical statistics in scientific research
• A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

STEM topics cover areas in various scientific fields, mathematics, engineering, and technology. While it can be tasking, reducing the task starts with choosing a favorable topic. If you require external assistance in writing your STEM research, you can seek professional help from our experts.

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200+ Experimental Quantitative Research Topics For STEM Students In 2023

STEM means Science, Technology, Engineering, and Math, which is not the only stuff we learn in school. It is like a treasure chest of skills that help students become great problem solvers, ready to tackle the real world’s challenges.

In this blog, we are here to explore the world of Research Topics for STEM Students. We will break down what STEM really means and why it is so important for students. In addition, we will give you the lowdown on how to pick a fascinating research topic. We will explain a list of 200+ Experimental Quantitative Research Topics For STEM Students.

And when it comes to writing a research title, we will guide you step by step. So, stay with us as we unlock the exciting world of STEM research – it is not just about grades; it is about growing smarter, more confident, and happier along the way.

What Is STEM?

Table of Contents

STEM is Science, Technology, Engineering, and Mathematics. It is a way of talking about things like learning, jobs, and activities related to these four important subjects. Science is about understanding the world around us, technology is about using tools and machines to solve problems, engineering is about designing and building things, and mathematics is about numbers and solving problems with them. STEM helps us explore, discover, and create cool stuff that makes our world better and more exciting.

Why STEM Research Is Important?

STEM research is important because it helps us learn new things about the world and solve problems. When scientists, engineers, and mathematicians study these subjects, they can discover cures for diseases, create new technology that makes life easier, and build things that help us live better. It is like a big puzzle where we put together pieces of knowledge to make our world safer, healthier, and more fun.

• STEM research leads to new discoveries and solutions.
• It helps find cures for diseases.
• STEM technology makes life easier.
• Engineers build things that improve our lives.
• Mathematics helps us understand and solve complex problems.

How to Choose a Topic for STEM Research Paper

Here are some steps to choose a topic for STEM Research Paper:

Step 1: Identify Your Interests

Think about what you like and what excites you in science, technology, engineering, or math. It could be something you learned in school, saw in the news, or experienced in your daily life. Choosing a topic you’re passionate about makes the research process more enjoyable.

Step 2: Research Existing Topics

Look up different STEM research areas online, in books, or at your library. See what scientists and experts are studying. This can give you ideas and help you understand what’s already known in your chosen field.

Step 3: Consider Real-World Problems

Think about the problems you see around you. Are there issues in your community or the world that STEM can help solve? Choosing a topic that addresses a real-world problem can make your research impactful.

Step 4: Talk to Teachers and Mentors

Discuss your interests with your teachers, professors, or mentors. They can offer guidance and suggest topics that align with your skills and goals. They may also provide resources and support for your research.

Step 5: Narrow Down Your Topic

Once you have some ideas, narrow them down to a specific research question or project. Make sure it’s not too broad or too narrow. You want a topic that you can explore in depth within the scope of your research paper.

Here we will discuss 200+ Experimental Quantitative Research Topics For STEM Students: 

Qualitative Research Topics for STEM Students:

Qualitative research focuses on exploring and understanding phenomena through non-numerical data and subjective experiences. Here are 10 qualitative research topics for STEM students:

• Exploring the experiences of female STEM students in overcoming gender bias in academia.
• Understanding the perceptions of teachers regarding the integration of technology in STEM education.
• Investigating the motivations and challenges of STEM educators in underprivileged schools.
• Exploring the attitudes and beliefs of parents towards STEM education for their children.
• Analyzing the impact of collaborative learning on student engagement in STEM subjects.
• Investigating the experiences of STEM professionals in bridging the gap between academia and industry.
• Understanding the cultural factors influencing STEM career choices among minority students.
• Exploring the role of mentorship in the career development of STEM graduates.
• Analyzing the perceptions of students towards the ethics of emerging STEM technologies like AI and CRISPR.
• Investigating the emotional well-being and stress levels of STEM students during their academic journey.

Easy Experimental Research Topics for STEM Students:

These experimental research topics are relatively straightforward and suitable for STEM students who are new to research:

•  Measuring the effect of different light wavelengths on plant growth.
•  Investigating the relationship between exercise and heart rate in various age groups.
•  Testing the effectiveness of different insulating materials in conserving heat.
•  Examining the impact of pH levels on the rate of chemical reactions.
•  Studying the behavior of magnets in different temperature conditions.
•  Investigating the effect of different concentrations of a substance on bacterial growth.
•  Testing the efficiency of various sunscreen brands in blocking UV radiation.
•  Measuring the impact of music genres on concentration and productivity.
•  Examining the correlation between the angle of a ramp and the speed of a rolling object.
•  Investigating the relationship between the number of blades on a wind turbine and energy output.

Research Topics for STEM Students in the Philippines:

These research topics are tailored for STEM students in the Philippines:

•  Assessing the impact of climate change on the biodiversity of coral reefs in the Philippines.
•  Studying the potential of indigenous plants in the Philippines for medicinal purposes.
•  Investigating the feasibility of harnessing renewable energy sources like solar and wind in rural Filipino communities.
•  Analyzing the water quality and pollution levels in major rivers and lakes in the Philippines.
•  Exploring sustainable agricultural practices for small-scale farmers in the Philippines.
•  Assessing the prevalence and impact of dengue fever outbreaks in urban areas of the Philippines.
•  Investigating the challenges and opportunities of STEM education in remote Filipino islands.
•  Studying the impact of typhoons and natural disasters on infrastructure resilience in the Philippines.
•  Analyzing the genetic diversity of endemic species in the Philippine rainforests.
•  Assessing the effectiveness of disaster preparedness programs in Philippine communities.

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Good Research Topics for STEM Students:

These research topics are considered good because they offer interesting avenues for investigation and learning:

•  Developing a low-cost and efficient water purification system for rural communities.
•  Investigating the potential use of CRISPR-Cas9 for gene therapy in genetic disorders.
•  Studying the applications of blockchain technology in securing medical records.
•  Analyzing the impact of 3D printing on customized prosthetics for amputees.
•  Exploring the use of artificial intelligence in predicting and preventing forest fires.
•  Investigating the effects of microplastic pollution on aquatic ecosystems.
•  Analyzing the use of drones in monitoring and managing agricultural crops.
•  Studying the potential of quantum computing in solving complex optimization problems.
•  Investigating the development of biodegradable materials for sustainable packaging.
•  Exploring the ethical implications of gene editing in humans.

Unique Research Topics for STEM Students:

Unique research topics can provide STEM students with the opportunity to explore unconventional and innovative ideas. Here are 10 unique research topics for STEM students:

•  Investigating the use of bioluminescent organisms for sustainable lighting solutions.
•  Studying the potential of using spider silk proteins for advanced materials in engineering.
•  Exploring the application of quantum entanglement for secure communication in the field of cryptography.
•  Analyzing the feasibility of harnessing geothermal energy from underwater volcanoes.
•  Investigating the use of CRISPR-Cas12 for rapid and cost-effective disease diagnostics.
•  Studying the interaction between artificial intelligence and human creativity in art and music generation.
•  Exploring the development of edible packaging materials to reduce plastic waste.
•  Investigating the impact of microgravity on cellular behavior and tissue regeneration in space.
•  Analyzing the potential of using sound waves to detect and combat invasive species in aquatic ecosystems.
•  Studying the use of biotechnology in reviving extinct species, such as the woolly mammoth.

Experimental Research Topics for STEM Students in the Philippines

Research topics for STEM students in the Philippines can address specific regional challenges and opportunities. Here are 10 experimental research topics for STEM students in the Philippines:

•  Assessing the effectiveness of locally sourced materials for disaster-resilient housing construction in typhoon-prone areas.
•  Investigating the utilization of indigenous plants for natural remedies in Filipino traditional medicine.
•  Studying the impact of volcanic soil on crop growth and agriculture in volcanic regions of the Philippines.
•  Analyzing the water quality and purification methods in remote island communities.
•  Exploring the feasibility of using bamboo as a sustainable construction material in the Philippines.
•  Investigating the potential of using solar stills for freshwater production in water-scarce regions.
•  Studying the effects of climate change on the migration patterns of bird species in the Philippines.
•  Analyzing the growth and sustainability of coral reefs in marine protected areas.
•  Investigating the utilization of coconut waste for biofuel production.
•  Studying the biodiversity and conservation efforts in the Tubbataha Reefs Natural Park.

Capstone Research Topics for STEM Students in the Philippines:

Capstone research projects are often more comprehensive and can address real-world issues. Here are 10 capstone research topics for STEM students in the Philippines:

•  Designing a low-cost and sustainable sanitation system for informal settlements in urban Manila.
•  Developing a mobile app for monitoring and reporting natural disasters in the Philippines.
•  Assessing the impact of climate change on the availability and quality of drinking water in Philippine cities.
•  Designing an efficient traffic management system to address congestion in major Filipino cities.
•  Analyzing the health implications of air pollution in densely populated urban areas of the Philippines.
•  Developing a renewable energy microgrid for off-grid communities in the archipelago.
•  Assessing the feasibility of using unmanned aerial vehicles (drones) for agricultural monitoring in rural Philippines.
•  Designing a low-cost and sustainable aquaponics system for urban agriculture.
•  Investigating the potential of vertical farming to address food security in densely populated urban areas.
•  Developing a disaster-resilient housing prototype suitable for typhoon-prone regions.

Experimental Quantitative Research Topics for STEM Students:

Experimental quantitative research involves the collection and analysis of numerical data to conclude. Here are 10 Experimental Quantitative Research Topics For STEM Students interested in experimental quantitative research:

•  Examining the impact of different fertilizers on crop yield in agriculture.
•  Investigating the relationship between exercise and heart rate among different age groups.
•  Analyzing the effect of varying light intensities on photosynthesis in plants.
•  Studying the efficiency of various insulation materials in reducing building heat loss.
•  Investigating the relationship between pH levels and the rate of corrosion in metals.
•  Analyzing the impact of different concentrations of pollutants on aquatic ecosystems.
•  Examining the effectiveness of different antibiotics on bacterial growth.
•  Trying to figure out how temperature affects how thick liquids are.
•  Finding out if there is a link between the amount of pollution in the air and lung illnesses in cities.
•  Analyzing the efficiency of solar panels in converting sunlight into electricity under varying conditions.

Descriptive Research Topics for STEM Students

Descriptive research aims to provide a detailed account or description of a phenomenon. Here are 10 topics for STEM students interested in descriptive research:

•  Describing the physical characteristics and behavior of a newly discovered species of marine life.
•  Documenting the geological features and formations of a particular region.
•  Creating a detailed inventory of plant species in a specific ecosystem.
•  Describing the properties and behavior of a new synthetic polymer.
•  Documenting the daily weather patterns and climate trends in a particular area.
•  Providing a comprehensive analysis of the energy consumption patterns in a city.
•  Describing the structural components and functions of a newly developed medical device.
•  Documenting the characteristics and usage of traditional construction materials in a region.
•  Providing a detailed account of the microbiome in a specific environmental niche.
•  Describing the life cycle and behavior of a rare insect species.

Research Topics for STEM Students in the Pandemic:

The COVID-19 pandemic has raised many research opportunities for STEM students. Here are 10 research topics related to pandemics:

•  Analyzing the effectiveness of various personal protective equipment (PPE) in preventing the spread of respiratory viruses.
•  Studying the impact of lockdown measures on air quality and pollution levels in urban areas.
•  Investigating the psychological effects of quarantine and social isolation on mental health.
•  Analyzing the genomic variation of the SARS-CoV-2 virus and its implications for vaccine development.
•  Studying the efficacy of different disinfection methods on various surfaces.
•  Investigating the role of contact tracing apps in tracking & controlling the spread of infectious diseases.
•  Analyzing the economic impact of the pandemic on different industries and sectors.
•  Studying the effectiveness of remote learning in STEM education during lockdowns.
•  Investigating the social disparities in healthcare access during a pandemic.
• Analyzing the ethical considerations surrounding vaccine distribution and prioritization.

Research Topics for STEM Students Middle School

Research topics for middle school STEM students should be engaging and suitable for their age group. Here are 10 research topics:

• Investigating the growth patterns of different types of mold on various food items.
• Studying the negative effects of music on plant growth and development.
• Analyzing the relationship between the shape of a paper airplane and its flight distance.
• Investigating the properties of different materials in making effective insulators for hot and cold beverages.
• Studying the effect of salt on the buoyancy of different objects in water.
• Analyzing the behavior of magnets when exposed to different temperatures.
• Investigating the factors that affect the rate of ice melting in different environments.
• Studying the impact of color on the absorption of heat by various surfaces.
• Analyzing the growth of crystals in different types of solutions.
• Investigating the effectiveness of different natural repellents against common pests like mosquitoes.

Technology Research Topics for STEM Students

Technology is at the forefront of STEM fields. Here are 10 research topics for STEM students interested in technology:

• Developing and optimizing algorithms for autonomous drone navigation in complex environments.
• Exploring the use of blockchain technology for enhancing the security and transparency of supply chains.
• Investigating the applications of virtual reality (VR) and augmented reality (AR) in medical training and surgery simulations.
• Studying the potential of 3D printing for creating personalized prosthetics and orthopedic implants.
• Analyzing the ethical and privacy implications of facial recognition technology in public spaces.
• Investigating the development of quantum computing algorithms for solving complex optimization problems.
• Explaining the use of machine learning and AI in predicting and mitigating the impact of natural disasters.
• Studying the advancement of brain-computer interfaces for assisting individuals with
• disabilities.
• Analyzing the role of wearable technology in monitoring and improving personal health and wellness.
• Investigating the use of robotics in disaster response and search and rescue operations.

Scientific Research Topics for STEM Students

Scientific research encompasses a wide range of topics. Here are 10 research topics for STEM students focusing on scientific exploration:

• Investigating the behavior of subatomic particles in high-energy particle accelerators.
• Studying the ecological impact of invasive species on native ecosystems.
• Analyzing the genetics of antibiotic resistance in bacteria and its implications for healthcare.
• Exploring the physics of gravitational waves and their detection through advanced interferometry.
• Investigating the neurobiology of memory formation and retention in the human brain.
• Studying the biodiversity and adaptation of extremophiles in harsh environments.
• Analyzing the chemistry of deep-sea hydrothermal vents and their potential for life beyond Earth.
• Exploring the properties of superconductors and their applications in technology.
• Investigating the mechanisms of stem cell differentiation for regenerative medicine.
• Studying the dynamics of climate change and its impact on global ecosystems.

Interesting Research Topics for STEM Students:

Engaging and intriguing research topics can foster a passion for STEM. Here are 10 interesting research topics for STEM students:

• Exploring the science behind the formation of auroras and their cultural significance.
• Investigating the mysteries of dark matter and dark energy in the universe.
• Studying the psychology of decision-making in high-pressure situations, such as sports or
• emergencies.
• Analyzing the impact of social media on interpersonal relationships and mental health.
• Exploring the potential for using genetic modification to create disease-resistant crops.
• Investigating the cognitive processes involved in solving complex puzzles and riddles.
• Studying the history and evolution of cryptography and encryption methods.
• Analyzing the physics of time travel and its theoretical possibilities.
• Exploring the role of Artificial Intelligence  in creating art and music.
• Investigating the science of happiness and well-being, including factors contributing to life satisfaction.

Practical Research Topics for STEM Students

Practical research often leads to real-world solutions. Here are 10 practical research topics for STEM students:

• Developing an affordable and sustainable water purification system for rural communities.
• Designing a low-cost, energy-efficient home heating and cooling system.
• Investigating strategies for reducing food waste in the supply chain and households.
• Studying the effectiveness of eco-friendly pest control methods in agriculture.
• Analyzing the impact of renewable energy integration on the stability of power grids.
• Developing a smartphone app for early detection of common medical conditions.
• Investigating the feasibility of vertical farming for urban food production.
• Designing a system for recycling and upcycling electronic waste.
• Studying the environmental benefits of green roofs and their potential for urban heat island mitigation.
• Analyzing the efficiency of alternative transportation methods in reducing carbon emissions.

Experimental Research Topics for STEM Students About Plants

Plants offer a rich field for experimental research. Here are 10 experimental research topics about plants for STEM students:

• Investigating the effect of different light wavelengths on plant growth and photosynthesis.
• Studying the impact of various fertilizers and nutrient solutions on crop yield.
• Analyzing the response of plants to different types and concentrations of plant hormones.
• Investigating the role of mycorrhizal in enhancing nutrient uptake in plants.
• Studying the effects of drought stress and water scarcity on plant physiology and adaptation mechanisms.
• Analyzing the influence of soil pH on plant nutrient availability and growth.
• Investigating the chemical signaling and defense mechanisms of plants against herbivores.
• Studying the impact of environmental pollutants on plant health and genetic diversity.
• Analyzing the role of plant secondary metabolites in pharmaceutical and agricultural applications.
• Investigating the interactions between plants and beneficial microorganisms in the rhizosphere.

Qualitative Research Topics for STEM Students in the Philippines

Qualitative research in the Philippines can address local issues and cultural contexts. Here are 10 qualitative research topics for STEM students in the Philippines:

• Exploring indigenous knowledge and practices in sustainable agriculture in Filipino communities.
• Studying the perceptions and experiences of Filipino fishermen in coping with climate change impacts.
• Analyzing the cultural significance and traditional uses of medicinal plants in indigenous Filipino communities.
• Investigating the barriers and facilitators of STEM education access in remote Philippine islands.
• Exploring the role of traditional Filipino architecture in natural disaster resilience.
• Studying the impact of indigenous farming methods on soil conservation and fertility.
• Analyzing the cultural and environmental significance of mangroves in coastal Filipino regions.
• Investigating the knowledge and practices of Filipino healers in treating common ailments.
• Exploring the cultural heritage and conservation efforts of the Ifugao rice terraces.
• Studying the perceptions and practices of Filipino communities in preserving marine biodiversity.

Science Research Topics for STEM Students

Science offers a diverse range of research avenues. Here are 10 science research topics for STEM students:

• Investigating the potential of gene editing techniques like CRISPR-Cas9 in curing genetic diseases.
• Studying the ecological impacts of species reintroduction programs on local ecosystems.
• Analyzing the effects of microplastic pollution on aquatic food webs and ecosystems.
• Investigating the link between air pollution and respiratory health in urban populations.
• Studying the role of epigenetics in the inheritance of acquired traits in organisms.
• Analyzing the physiology and adaptations of extremophiles in extreme environments on Earth.
• Investigating the genetics of longevity and factors influencing human lifespan.
• Studying the behavioral ecology and communication strategies of social insects.
• Analyzing the effects of deforestation on global climate patterns and biodiversity loss.
• Investigating the potential of synthetic biology in creating bioengineered organisms for beneficial applications.

Correlational Research Topics for STEM Students

Correlational research focuses on relationships between variables. Here are 10 correlational research topics for STEM students:

• Analyzing the correlation between dietary habits and the incidence of chronic diseases.
• Studying the relationship between exercise frequency and mental health outcomes.
• Investigating the correlation between socioeconomic status and access to quality healthcare.
• Analyzing the link between social media usage and self-esteem in adolescents.
• Studying the correlation between academic performance and sleep duration among students.
• Investigating the relationship between environmental factors and the prevalence of allergies.
• Analyzing the correlation between technology use and attention span in children.
• Studying how environmental factors are related to the frequency of allergies.
• Investigating the link between parental involvement in education and student achievement.
• Analyzing the correlation between temperature fluctuations and wildlife migration patterns.

Quantitative Research Topics for STEM Students in the Philippines

Quantitative research in the Philippines can address specific regional issues. Here are 10 quantitative research topics for STEM students in the Philippines

• Analyzing the impact of typhoons on coastal erosion rates in the Philippines.
• Studying the quantitative effects of land use change on watershed hydrology in Filipino regions.
• Investigating the quantitative relationship between deforestation and habitat loss for endangered species.
• Analyzing the quantitative patterns of marine biodiversity in Philippine coral reef ecosystems.
• Studying the quantitative assessment of water quality in major Philippine rivers and lakes.
• Investigating the quantitative analysis of renewable energy potential in specific Philippine provinces.
• Analyzing the quantitative impacts of agricultural practices on soil health and fertility.
• Studying the quantitative effectiveness of mangrove restoration in coastal protection in the Philippines.
• Investigating the quantitative evaluation of indigenous agricultural practices for sustainability.
• Analyzing the quantitative patterns of air pollution and its health impacts in urban Filipino areas.

Things That Must Keep In Mind While Writing Quantitative Research Title 

Here are few things that must be keep in mind while writing quantitative research tile:

1. Be Clear and Precise

Make sure your research title is clear and says exactly what your study is about. People should easily understand the topic and goals of your research by reading the title.

2. Use Important Words

Include words that are crucial to your research, like the main subjects, who you’re studying, and how you’re doing your research. This helps others find your work and understand what it’s about.

3. Avoid Confusing Words

Stay away from words that might confuse people. Your title should be easy to grasp, even if someone isn’t an expert in your field.

4. Show Your Research Approach

Tell readers what kind of research you did, like experiments or surveys. This gives them a hint about how you conducted your study.

5. Match Your Title with Your Research Questions

Make sure your title matches the questions you’re trying to answer in your research. It should give a sneak peek into what your study is all about and keep you on the right track as you work on it.

STEM students, addressing what STEM is and why research matters in this field. It offered an extensive list of research topics , including experimental, qualitative, and regional options, catering to various academic levels and interests. Whether you’re a middle school student or pursuing advanced studies, these topics offer a wealth of ideas. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For Stem Students today!

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Mentorship Programs are Key to Student Involvement, Success in STEM

Study of two engineering student programs explains how they generate beneficial outcomes for participants– particularly participants underrepresented in stem.

• Katherine Connor - [email protected]

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Engineering and computer science undergraduate students who take part in mentorship programs are more involved in campus communities than those who don’t, according to a study at the University of California San Diego. The study establishes an empirical–and quantifiable–connection between mentoring programs and campus involvement. 

A growing body of research has shown that having a social support system and a sense of belonging is particularly beneficial to student success for students from groups underrepresented in STEM fields. The assumption was that  mentoring programs would encourage students to get involved in the communities of practice–student organizations or research opportunities, for example–that would provide this social support network, but no studies had actually shown whether students’ community involvement was stronger with a mentoring program than without it. 

Now, a study of two undergraduate engineering mentorship programs at the University of California San Diego Jacobs School of Engineering confirms that assumption. The study shows that underrepresented students in engineering and computer science who participated in these programs were more likely to be involved in research opportunities, peer leadership roles and student organizations than demographically similar peers who did not participate in these programs. The study found that mentors, and particularly peer leaders, provided the necessary social support to encourage student involvement. 

The paper was published in Studies in Engineering Education. 

“ It was important to examine assumptions about how mentoring programs promote community involvement, and our findings have particular value for STEM education researchers and practitioners,” said Lisa Trahan, first author of the paper and the former Director of Strategic Initiatives & Assessment at the IDEA Engineering Student Center at the UC San Diego Jacobs School of Engineering. “Articulating how programs are expected to yield desired changes or student outcomes is key to both designing and operationalizing effective initiatives. These findings help illuminate key components of impactful programs, including implicit features that deserve greater attention.”

The study looked at students in the IDEA Scholars and ACES Scholars programs run by the IDEA Engineering Student Center at the Jacobs School of Engineering. The IDEA Engineering Student Center works to foster an inclusive and welcoming community, increase retention rates, and promote a sustainable culture of academic excellence among all engineering students at UC San Diego with a particular focus on students from groups underrepresented in engineering. 

The IDEA Scholars and ACES Scholars programs both serve high numbers of first-generation and low-income students, with ACES Scholars serving almost exclusively low-income students who are Pell Grant eligible. IDEA Scholars is an ongoing program while ACES Scholars was funded by a National Science Foundation S-STEM grant that ran from 2016–2022. The programs share many features, including beginning with the Summer Engineering Institute, weekly discussions during the first fall quarter, one-on-one advising with program coordinators, and various professional development opportunities.

The Summer Engineering Institute is a five-week, residential, credit-bearing summer transition program for incoming first-year students in an engineering major to foster community and prepare students for the rigors of university study.

The study looked at students involved in both the IDEA Scholars and ACES Scholars programs, as well as students who participated in the Summer Engineering Institute but did not participate further in either scholar program, and a comparison group of students who participated in neither the summer program nor the scholar programs. 

All 383 SEI participants from summers 2016–2019, including scholars and non-scholars, were invited to participate in the study. Additionally, a random sample of 986 peer non-participants from first-time engineering students in the 2016–2019 cohorts were invited to participate. Ultimately, 256 students participated in the survey, with 29 students then interviewed with follow-up questions. 

Ultimately, ACES and IDEA Scholars were more likely to be involved with a professional or student group for women or minority engineers, IDEA Center sponsored activities (primarily leadership roles affiliated with the IDEA Center), and undergraduate research experiences compared to students who did SEI only and students in the Comparison group. The data is even more striking for first-generation, Pell Grant eligible, and Latinx scholars.

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"We spent a lot of time within the IDEA Center evaluating how we could improve our retention programs, from the moment students stepped on campus for the Summer Engineering Institute, through graduation," said Ruben Rodriguez, IDEA Scholars Program Coordinator. "When I first started, both the IDEA and ACES programs were focused on retention. As retention improved, we asked if the programs could evolve into a support system beyond retention - can we make a program that not only helps engineering students graduate, but graduate with options? I believe the study demonstrates we're on the right track."

The researchers found that the most supportive program elements for scholars were the Summer Engineering Institute, a cohort of peer scholars, and staff advising. In follow-on interviews asking how the program elements relate to involvement in communities of practice, they found that mentors, including peer leaders, program coordinators, and faculty, provided the necessary social support to encourage participants’ involvement. 

“This study’s findings show the important role that student support and mentorship programs provide, particularly for student groups underrepresented in STEM,” said paper co-author Darren Lipomi, a professor of nanoengineering at UC San Diego and faculty director of the IDEA Engineering Student Center. “We now have data to back up what we long suspected– that these programs do indeed increase student involvement in the crucial groups and experiences that are critical to supporting underrepresented students through to a degree in engineering and computer science.”

At the time of the study, leadership of the IDEA Engineering Student Center included Olivia Graeve, professor of mechanical and aerospace engineering and IDEA Center faculty director, and Gennie Miranda, the IDEA Center director of operations.  Learn more about the IDEA Center and its programming here.

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60+ Inspiring Capstone Project Ideas for STEM Students: Unlocking Excellence

• Post author By admin
• October 3, 2023

Discover a range of innovative and challenging capstone project ideas for STEM students.

Hey there, STEM enthusiasts! We get it; you’re not just studying science, technology, engineering, or math – you’re living it.

And now, you’ve reached that thrilling moment in your academic journey: the capstone project. It’s like the grand finale of a spectacular fireworks show, where all your hard-earned knowledge bursts into a brilliant display of real-world application.

But hold on – choosing the right capstone project can feel a bit like picking your superpower for the future. Exciting, right? Well, that’s where we come in.

In this guide, we’re serving up a buffet of capstone project ideas specially crafted for STEM students like you. We’ve got everything from mind-bending tech wizardry to earth-saving eco-innovations.

Whether you’re into building robots that might just take over the world (kidding!) or exploring the mysteries of the human genome, we’ve got you covered.

So, let’s ditch the ordinary, embrace the extraordinary, and find that one project that’s going to make your STEM journey legendary. Ready to dive in? Let’s roll!

Table of Contents

What is Capstone Project Ideas for Stem Students?

Alright, listen up, STEM folks! Capstone projects? They’re like the big, epic finale of your journey through science, tech, engineering, and math. It’s where you get to flex those brain muscles and apply everything you’ve soaked up in the classroom to real-life challenges.

But here’s the kicker: picking the right project? It’s kind of a big deal. This ain’t just any old assignment; it’s your chance to shape your future career path.

So, in this article, we’re not just scratching the surface – we’re diving headfirst into a treasure trove of Capstone Project Ideas, tailor-made for STEM students.

Our mission? To help you find that spark, that “a-ha” moment, that will light up your academic journey. Ready to roll? Let’s do this!

Importance of Capstone Project Ideas for Stem Students

Alright, buckle up because we’re diving into why Capstone Projects are like the secret sauce of STEM education. These projects are a big deal, and here’s why:

Putting Knowledge to Work

You know all that stuff you’ve been learning in your STEM classes? Capstone projects are where you finally get to roll up your sleeves and put that knowledge to practical use. It’s like taking a test, but the real world is your exam paper.

Mixing It Up

STEM isn’t just one thing; it’s a melting pot of science, tech, engineering, and math. Capstone projects are like your chance to be the mad scientist mixing all these disciplines to cook up something amazing. It’s where you see how different fields can work together to solve complex problems.

Unleash Your Inner Genius

Remember those crazy ideas that kept you awake at night? Capstone projects give you the green light to bring those ideas to life. They’re all about innovation and letting your creativity run wild.

Hands-On Learning:

Forget about textbooks and lectures for a moment. Capstone projects are where you get your hands dirty (figuratively, most of the time). You learn by doing, and that’s an experience you can’t put a price on.

Becoming Sherlock Holmes

Investigating, researching, and analyzing data become your superpowers. Capstone projects turn you into a detective, seeking answers and solving mysteries.

Boss-Level Skills

Ever heard of project management and teamwork? Capstone projects are like your crash course in these essential skills. You learn how to work in a team, meet deadlines, and communicate like a pro.

Finding Real-World Problems

Capstone projects aren’t just for grades; they’re about addressing real-world problems. You become a problem-spotter, finding issues in your field that need fixing.

Supercharging Your Resume

Completing a Capstone Project is like having a golden ticket on your resume. Employers love seeing that you’ve tackled a real-world challenge and come out on top.

Changing the Game

Sometimes, your Capstone Project isn’t just a project; it’s a game-changer. You might stumble upon something so cool that it pushes the boundaries of what’s known in your field.

Opening Doors

Collaborating with experts and industry pros isn’t just a possibility; it’s often a reality in Capstone projects. These connections can open doors to your future career.

Making a Real Difference

And here’s the kicker – some Capstone Projects aren’t just about you; they’re about making the world a better place. Whether it’s in healthcare, sustainability, or technology, your project can have a positive impact on society.

Showcasing Your Awesomeness

Completed Capstone Projects are like trophies. They’re proof of what you’re capable of and a source of inspiration for future STEM students.

In a nutshell, Capstone Projects are like the stage where you step into the spotlight and showcase your STEM superpowers.

They prepare you for the real world, fuel innovation, and help move the needle in science and technology. So, get ready to rock your Capstone journey!

Capstone Project Ideas for Stem Students

Have a close look at capstone project ideas for stem students:-

Engineering and Technology

• Solar-Powered Gadgets: Design solar-powered phone chargers, backpacks, or outdoor lighting.
• Autonomous Robots: Create a robot for search and rescue operations or autonomous delivery.
• Smart Home Automation: Develop a home automation system that responds to voice commands.
• 3D Printing Advancements: Research and improve 3D printing materials and techniques.
• Electric Vehicle Prototypes: Design electric bikes, scooters, or small urban electric vehicles.
• Aerospace Innovations: Develop drones for agricultural monitoring or low Earth orbit satellites.
• Renewable Energy Innovations: Build a small-scale wind turbine or experiment with tidal energy.
• Biomedical Breakthroughs: Invent wearable medical devices for remote patient monitoring.
• Environmental Conservation Initiatives: Create an app to report and track environmental issues in your community.
• Robotics and Automation: Design a robotic system for assisting individuals with disabilities.

Biotechnology and Healthcare

• Genetic Engineering: Engineer bacteria for biodegradable plastics production.
• Telemedicine Solutions: Create a telemedicine platform for mental health support.
• Drug Discovery Algorithms: Develop algorithms to predict potential drug interactions.
• Biomedical Imaging Enhancements: Improve MRI or ultrasound imaging technology.
• Prosthetic Limb Innovations: Design advanced prosthetic limbs with sensory feedback.
• Stem Cell Therapies: Research the use of stem cells in regenerative medicine.
• Precision Medicine Tools: Develop tools for tailoring medical treatments to individual genetics.
• Medical Data Privacy Solutions: Create secure systems for handling sensitive medical data.
• Healthcare Access Apps: Design apps for improving healthcare access in underserved areas.
• Virtual Reality in Healthcare: Develop VR simulations for medical training and therapy.

Environmental Science and Sustainability

• Eco-Friendly Building Solutions: Construct green buildings with innovative energy-saving features.
• Waste Reduction Initiatives: Implement a smart waste management system in urban areas.
• Clean Water Technologies: Invent low-cost water purification systems for rural communities.
• Climate Change Mitigation Strategies: Develop strategies for reducing carbon emissions in industries.
• Urban Green Spaces: Create plans for urban parks and green spaces to combat urban heat islands.
• Renewable Energy Storage: Investigate novel methods for storing energy from renewable sources.
• Sustainable Agriculture Solutions: Design vertical farming systems for urban food production.
• Marine Conservation Innovations: Develop technologies to protect and restore marine ecosystems.
• Biodiversity Monitoring Tools: Create apps and devices for monitoring wildlife populations.
• Renewable Energy Education: Develop educational programs to raise awareness about renewable energy.

Computer Science and Data Science

• AI-Powered Language Translation: Build a language translation tool that uses AI to enhance accuracy.
• Machine Learning for Healthcare Diagnostics: Develop ML models for early disease detection.
• Cybersecurity Advancements: Create an AI-driven cybersecurity platform for threat detection.
• Data Analytics for Social Impact: Analyze data to identify social issues and propose solutions.
• Quantum Computing Algorithms: Design quantum algorithms for solving complex computational problems.
• Blockchain Applications: Develop blockchain-based systems for secure transactions or voting.
• Virtual Reality for Education: Build immersive VR educational experiences for students.
• IoT in Smart Cities: Create IoT solutions for improving urban infrastructure and services.
• Natural Language Processing Chatbots: Design chatbots that assist with customer service or information retrieval.
• Data Visualization for Climate Change: Develop visualizations to communicate climate data effectively.

Space Exploration and Astronomy:

• CubeSat Missions: Plan and execute CubeSat missions to study Earth’s atmosphere or space phenomena.
• Exoplanet Discovery Tools: Create algorithms and tools for identifying exoplanets.
• Astrobiology Research: Investigate extreme environments on Earth as analogs for extraterrestrial life.
• Space Tourism Initiatives: Design spacecraft or systems for commercial space travel.
• Asteroid Impact Mitigation: Develop strategies for deflecting potentially hazardous asteroids.
• Lunar Base Planning: Create blueprints for sustainable lunar bases or habitats.
• Satellite-Based Earth Monitoring: Build sensors and instruments for monitoring Earth from orbit.
• Space Debris Cleanup Technologies: Engineer systems for removing space debris.
• Mars Colony Concepts: Design habitats and infrastructure for future Mars colonies.
• Astronomy Outreach Apps: Develop apps for stargazing and astronomy education.

These project ideas offer a wide spectrum of exciting possibilities for STEM students to explore and contribute to their respective fields.

What are the capstone topics for stem?

STEM capstone topics are typically broad and interdisciplinary, and they allow students to apply the knowledge and skills they have learned throughout their STEM education to solve a real-world problem. Some examples of capstone topics for STEM students include:

• Developing a new way to generate renewable energy
• Designing a more sustainable transportation system
• Creating a new medical device or treatment
• Developing a new software application or algorithm
• Improving the efficiency of a manufacturing process
• Reducing the environmental impact of a product or service
• Developing a new educational program to teach STEM concepts
• Designing a more accessible and inclusive community
• Addressing a social or economic challenge through STEM innovation

What is the Capstone Project for stem students?

Alright, so picture this: the Capstone Project for STEM (Science, Technology, Engineering, and Mathematics) students is like the thrilling climax of their academic adventure.

It’s where all that brainpower they’ve been accumulating throughout their STEM journey gets its moment to shine – by taking on actual, real-world problems.

Think of it as the ultimate challenge where they don’t just read about stuff in textbooks; they roll up their sleeves and get their hands dirty, so to speak. It’s the part where theory meets practice, and things get exciting.

Now, what’s on the menu for these projects? Well, it’s like a buffet of possibilities. STEM students can work solo or team up, and they might find themselves researching, tinkering, designing, or even inventing stuff. All with one goal in mind: making a tangible difference in their chosen STEM field.

But it’s not just about acing an assignment; it’s about preparing for their future careers. These projects teach them how to think critically, collaborate seamlessly, and confront real-world challenges head-on.

It’s not just education; it’s a taste of what awaits them in the dynamic world of STEM.

What is an example of a capstone topic?

Imagine having the power to foresee when a customer might bid farewell to a product or service. That’s customer churn, and it’s a puzzle that businesses need to solve.

Predicting customer churn is like having a crystal ball that helps identify customers at risk of leaving and take proactive steps to keep them on board.

So, what’s the scoop on this capstone project? It’s all about crafting a machine learning model that can predict customer churn based on past data. Businesses can use this model to pinpoint customers who might be on the verge of leaving and then craft personalized strategies to keep them happy.

But hold on, that’s just one flavor of the STEM capstone ice cream parlor. Here’s another tasty one in the realm of mechanical engineering:

Revolutionizing Prosthetic Limbs: Comfort and Functionality Redefined

Prosthetic limbs are like real-life superheroes for people who’ve lost their own limbs. But let’s be honest, there’s always room for improvement. This capstone project is a ticket to the world of designing and building a prosthetic limb that’s not just functional but also super comfortable.

Imagine this: cutting-edge materials, groundbreaking technologies, and innovative designs coming together to create a prosthetic limb that goes beyond expectations.

But hey, the STEM capstone universe is vast, and there are countless other galaxies to explore, such as:

• Powering the World with Renewable Energy: Dreaming up new ways to harness renewable energy sources and save the planet.
• Eco-Friendly Commutes: Crafting a sustainable transportation system for a greener tomorrow.
• Medical Marvels: Inventing groundbreaking medical devices or treatments to enhance healthcare.
• Software Wonders: Developing game-changing software or algorithms to simplify our lives.
• Manufacturing Efficiency: Streamlining production processes for greater productivity and sustainability.
• Environmental Guardians: Reducing the environmental impact of products or services for a cleaner Earth.
• STEM Education Revolution: Creating exciting educational programs to make STEM concepts accessible to all.
• Inclusive Communities: Designing communities that embrace diversity and accessibility.
• Tackling Global Challenges: Using STEM innovation to address complex social and economic issues.

When you’re choosing your capstone topic, remember it’s your chance to shine. Consider what tickles your curiosity, matches your skills, and aligns with your career dreams.

And don’t forget to have a chat with your advisor or mentor for some valuable insights and guidance. Happy capstone adventures!

How do I get ideas for a Capstone Project?

Check out how to get ideas for a capstone project:-

Explore Your Passions

Kickstart your idea quest by diving into your passions and interests. Think about what genuinely fires you up within your field of study. When you’re passionate about a project, it doesn’t feel like work; it feels like a thrilling adventure.

Real-World Challenges

Shift your focus to the real world. What are the burning problems or challenges that industries or communities are facing right now? Your Capstone Project could be the solution they’ve been waiting for.

Course Curiosity

Recall those “Aha!” moments in your classes. Were there topics or concepts that made you sit up and take notice? Delving deeper into one of these could be the start of a captivating project.

Seek Expert Guidance

Don’t be shy about tapping into the wisdom of your professors, advisors, or mentors. They’re like treasure chests of knowledge and can point you in the direction of intriguing project ideas.

Industry Insights

Take a virtual tour of your field’s online spaces. Look at industry blogs, forums , or websites to discover the latest trends, innovations, and hot topics. It’s like eavesdropping on the professionals’ secret conversations.

Team Brainstorming

If you’re up for it, consider teaming up with classmates. Sometimes, two (or more) heads are better than one. Brainstorm together to cook up a project idea that gets everyone excited.

Project Archives

Dive into the past. Check out previous Capstone Projects from your school or program. While you’re there, see if you can add a unique twist to a familiar topic.

Research Opportunities

Sneak a peek at what’s cooking in your department’s research labs or ongoing initiatives. Joining an existing project might be your ticket to becoming a project superstar.

Expert Interviews

Reach out to the experts. Conduct interviews or surveys with professionals in your field. Their insights might just be the inspiration you need.

Personal Stories

Reflect on your own life experiences. Has a personal challenge or journey sparked an idea? Sometimes, the best projects come from personal stories.

Social Good

Think about projects that can make the world a better place. Projects with a positive impact on society or the environment often feel incredibly rewarding.

Futuristic Tech

Explore the cutting-edge stuff. Keep an eye on emerging technologies or innovative approaches. Your project could be the next big thing.

Feasibility Check

While dreaming big is great, make sure your project idea is feasible within the confines of your program’s time, resources, and your own expertise.

Get Creative

Embrace creativity. Dedicate some time to brainstorming sessions. Let your imagination run wild, jotting down all those wild ideas. Later, you can sift through them to find the golden nuggets.

Remember, your Capstone Project should feel like an adventure, not a chore. Take your time, let the ideas simmer, and choose the one that makes your heart race with excitement.

That’s the idea that’s going to propel you to Capstone success. Happy brainstorming!

In wrapping up our exploration of Capstone Project ideas for STEM students, let’s remember that this journey is nothing short of thrilling. It’s a world brimming with opportunities waiting for your genius touch.

As you venture into this territory, keep your passions close at heart. Seek out those real-world challenges that ignite your curiosity and resonate with your values.

Don’t hesitate to lean on the wisdom of your mentors and peers for guidance; they’ve been there and have invaluable insights to share.

Whether you find yourself immersed in renewable energy, pioneering medical breakthroughs, or tackling societal issues head-on with STEM innovation, your Capstone Project is your chance to shine.

It’s your canvas to paint your ideas, your passion, and your creativity. It’s the first chapter in your journey to shaping a brighter future through STEM.

So, embrace the adventure, let your imagination soar, and embark on your Capstone Project journey with confidence. The world is waiting for your innovative solutions, and the possibilities are endless.

Your STEM story is just beginning.

Frequently Asked Questions

How do i choose the right capstone project for me.

Consider your interests, skills, and career goals. Choose a project that excites you and aligns with your future aspirations.

Are there any funding opportunities for Capstone Projects?

Many universities and organizations offer grants and scholarships for STEM projects. Research and apply for funding opportunities early.

Can I collaborate with other students on a Capstone Project?

Collaboration can enhance your project’s scope and creativity. Consult with your advisor and explore team projects.

What should I do if I encounter challenges during my Capstone Project?

Don’t hesitate to seek guidance from professors, mentors, or online communities. Challenges are opportunities for growth.

How can I make my Capstone Project stand out to potential employers?

Focus on innovation, documentation, and presentation. Showcase your problem-solving skills and the real-world impact of your project.

What’s the importance of networking during my Capstone Project journey?

Networking can open doors to opportunities, mentorship, and industry connections. Attend conferences and engage with professionals in your field.

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Faculty member selected for prestigious 2024 faculty research fellowship program to study intersectionality for hbcu stem students.

Assistant professor Genevieve Ritchie-Ewing, Ph.D., in the Department of Social and Behavioral Sciences at Central State University, has been selected as a faculty fellow in the 2024 Faculty Research Fellowship Program in the HBCU STEM US Research Center.  

Ritchie-Ewing teaches anthropology, sociology, and forensics and has received a National Science Foundation grant to create a Forensic Studies Minor. 

The fellowship through the HBCU STEM US Research Center involves intersectionality among science, technology, engineering, and mathematics students at Historically Black Colleges and Universities (HBCUs), delving into the psychosocial factors that impact the academic success of these students, according to a program overview .  

It will focus on exploring the experiences of HBCU students and how their identities affect academic performance. By using an intersectionality perspective, the study will provide in-depth knowledge about the unique experiences of Black students who are pursuing STEM majors at HBCUs.  

The findings from this research aim to help in broadening participation in STEM across HBCUs by shedding light on the factors that influence academic success among HBCU STEM students. 

The HBCU STEM US Research Center is a collaboration with Morehouse College, Spelman College, and Virginia State University.   

Ritchie-Ewing recently received a $400,000 National Science Foundation (NSF) HBCU-Undergraduate Program Targeted Infusion Project grant. She and co-principal investigators (PI) Drs. Leanne Petry and Suzanne Seleem, professions of Chemistry, will create three new forensic courses — Forensic Anthropology, Forensic Psychology, and Forensic Social Work — and a new Forensic Studies Minor.  

“That grant requires an external evaluator to collect data about student perceptions and thoughts regarding the new courses and minor,” Ritchie-Ewing said.

“We also plan to explore barriers students face in seeing themselves as part of the forensic fields (personal, practical, and identity-based barriers). I'm using the fellowship to help me design collection strategies for that data as well as learn more about the various ways I can use that data.”  

“As a requirement of the fellowship is producing an NSF project summary for a new grant, I am working with Professor Brittany Brake, assistant professor of Political Science, to develop a grant proposal to bring new computer modeling programs to the Political Science program. As part of that proposal, we want to look at barriers students face in developing and implementing research projects. Again, those barriers can come from a variety of internal and external sources.” 

With deep excitement for the opportunity to broaden her research interests and interact with HBCU faculty members from across the country, Ritchie-Ewing considered psychosocial factors often overlooked in research. These include factors related to barriers students face in seeing themselves as scientists, she said.  

“For first generation students, however, these barriers can be significant in achieving academic success in the students chosen field,” Ritchie-Ewing added. “Many HBCU students are first-generation college students and may not have African American and Black role models in science to show them their dreams are a possibility. I'm hoping this kind of research will reveal those kinds of barriers and explore ways to help students more fully understand their own potential.” 

Ritchie-Ewing's prior research interests focused on how cultural expectations and social structures such as racial bias affect maternal experiences during and after pregnancy in the United States. She also has explored the use and perception of open educational resources (OER) in undergraduate classrooms.  

Teaching, however, is Ritchie-Ewing's true passion, and working at a small university enables her to concentrate on teaching classes and creating close mentoring relationships with her undergraduate students, she said.  

Ritchie-Ewing holds a doctorate degree in Anthropology from The Ohio State University, a Master of Arts in Anthropology from the University of Tennessee-Knoxville, and a Bachelor of Science in Biology from Millersville University. Fields of specialization include medical anthropology, stress and human reproduction, biocultural approaches, and biopolitics of health and pregnancy.  

Her thesis titles were “Managing Mixed Messages: Cultural expectations of motherhood and maternal stress during pregnancy” and “A Comparison of Human Decomposition in an Indoor and Outdoor Environment.  

Ritchie-Ewing joined the faculty at Central State in August 2018. Prior to coming to CSU, she held the following positions:  

Adjunct faculty member, Department of Sociology and Anthropology, Wright State University. 

Graduate teaching associate and graduate research assistant, Center for the Study of Teaching and Writing and the Department of Anthropology at The Ohio State University; and the Department of Anthropology, University of Tennessee-Knoxville. 

Research assistant, Lifespan Health Research Center, Wright State University. 

With numerous grants and fellowship awards since 2014, Ritchie-Ewing also worked as a forensic technician at the Tennessee Bureau of Investigation and a forensic autopsy technician at the Knox County Medical Examiner’s Office, both in Knoxville.  

More detailed information about the program can be found at https://stemuscenter.org/intersectionality-in-stem-at-hbcus/  

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From left to right: Rajeev Ram of MIT; Brandon Hurlbut, a co-founder of Boundary Stone Partners; and Stanford’s Yi Cui and Sally Benson discuss challenges and innovations in transforming the grid. (Image credit: Saul Bromberger)

How do we transition to clean energy with enough speed and scale to prevent the most extreme impacts of climate change? This question loomed large for many of the speakers and participants at the Stanford Forum on the Science of Energy Transition , held on campus April 10 for an audience of students and invited guests.

To stabilize global temperatures, we need to find ways to reduce and remove our carbon emissions from Earth’s atmosphere by tens of gigatons every single year. By comparison, gas-powered vehicles in the U.S. together produce about a gigaton of carbon dioxide emissions each year.

Many of the speakers agreed action over the next few decades is critical, and addressing climate change will require coordinated efforts across the scientific community, climate technology innovators, government, the private sector, and others to transition the world’s $100 trillion economy to clean energy.

The forum, co-hosted by the Stanford Doerr School of Sustainability and Stanford Management Company , convened experts to explore challenges and opportunities to transform the power grid, rethink renewable fuels, remove greenhouse gases from our atmosphere, and address energy issues in tandem with other sustainability concerns.

The forum served as a powerful example of how Stanford leaders are educating changemakers in energy and facilitating connections that will help bring insights from scientific research to decisions that will affect global sustainability.

“Today, the energy transition will require us to forge new pathways, but we can’t just blindly strike out. That will lead us down too many dead ends, and time is of the essence. Instead, the paths we choose must be informed by science,” said Robert Wallace, the chief executive officer of Stanford Management Company.

Consider speed and scale from the get-go

Decarbonizing global energy production is a tall order. That’s before you consider the rising demand for energy as countries develop and look for opportunities to increase mobility, communication, security, and economic prosperity, multiple speakers said.

U.S. clean energy projects are on hold due to bottlenecks in the process for permitting new transmission lines and grid interconnections. The queue of projects waiting for approval by transmission operators would effectively triple the size of our generating resource, said Rajeev Ram , a professor of electrical engineering at MIT. Removing some of those logistical barriers through AI, modeling, and software tools can help accelerate the timeline for projects that could provide clean energy to the grid, said Ram.

Yi Cui , the director of Stanford’s Sustainability Accelerator , is one of the leading experts developing batteries for renewable energy storage. Scholars in the Stanford Doerr School of Sustainability – which celebrated its first anniversary in September – have embraced a core philosophy of thinking about scale at the beginning of the design process, which is a good sign, Cui said.

For example, the relative scarcity of some elements – such as lithium, cobalt, and nickel – in current battery designs could limit their potential for large-scale production at low cost. Cui emphasized that scientists could focus on designing battery materials based on more widely available minerals, like zinc, manganese, and iron .

“We need to figure out for each of these technologies what is already going on at the gigaton-scale – like natural cycles, like agriculture – and see what we can do to tweak it in the right way so that you can create a market and use market mechanisms to scale it,” said Arun Majumdar , the inaugural dean of the Stanford Doerr School of Sustainability.

Others highlighted the importance of driving down costs for companies and consumers. If innovators can eliminate the green premium – the cost of choosing a clean energy technology over a traditional source – for their products, they will be competitive in the market.

Meanwhile, incentives like subsidies for renewable energy will need to be supplemented with policies that actively discourage use of carbon-intensive resources. “If we’re serious about addressing climate change, we’ve got to have a price on carbon,” whether through direct pricing per ton or indirectly through regulation, said Majumdar.

Powered by electrons versus molecules

The grid is essentially a system of wires that transports electrons from power plants to consumers. However, grid electrification will only get us about halfway to reducing greenhouse gas emissions, noted Sally Benson , the Precourt Family Professor, who moderated one of the panels.

Eighty percent of global energy comes from fossil fuels. Much of this comes in the form of liquid fossil fuels for transportation – cars, planes, ships, and some trains. The challenges of developing batteries and grid storage capable of providing electricity without interruption could limit electrification of some parts of the transportation sector. Instead, renewable fuels like hydrogen, biofuels, and fuels made primarily from captured carbon dioxide may help reduce carbon emissions from heavy-duty transportation.

“Our challenge is to think that the future is electrification, but that doesn’t mean that electrons are going to do everything for us directly,” said Anthony Kovscek , the Keleen and Carlton Beal Professor in the Stanford Doerr School of Sustainability.

Hydrogen could help bridge the gap to carbon neutrality, said Eric Toone , managing director and technical lead at Breakthrough Energy Ventures.

“Hydrogen is pure, reactive chemical energy. If you have enough hydrogen, you can do anything,” he said.

Zara Summers is the chief science officer at LanzaTech. (Image credit: Saul Bromberger)

Zara Summers is the chief science officer at LanzaTech, a company that makes chemicals and fuels from carbon dioxide captured from factories and other industrial sources.

LanzaTech has been working to develop ethanol alternatives that make use of carbon from municipal waste or industrial emissions. These alternatives could serve as effective drop-in replacements for liquid fuels like gasoline, with the added benefit of easy adoption by the public and ability to tap into existing supply chains, but many current economic incentives specifically benefit corn-based ethanol.

“If you’re going to go big, you have to be at cost parity or better. But, you also have to fight against policy that’s written with a solution in mind, not an outcome,” said Summers. She highlighted how designing policies that are flexible and adaptable to new innovations will help bring solutions to scale.

Science as the bedrock

In addition to the challenge of rapidly reducing greenhouse gas emissions, the forum also explored solutions for removing historic carbon emissions from the atmosphere. During a panel on greenhouse gas removal strategies , speakers turned the focus to more low-tech solutions: carbon cycles in nature. For example, Benson enthusiastically described enhanced weathering, which builds on a naturally occurring process where rain interacts with certain rocks to form a mild acid. This acid then reacts with carbon dioxide in the atmosphere to form solid compounds that permanently store carbon.

Chris Field , the director of the Stanford Woods Institute for the Environment , cited research published last month which found that adding crushed basalt rocks for enhanced weathering could increase productivity and soil health on croplands .

“It really highlights where you can potentially accomplish these big co-benefits that can make something that’s a real challenge logistically or financially come into the realm of possibility,” said Field.

The energy transition touches all of the major social-environmental systems. A final panel brought together experts on freshwater, oceans and aquatic foods, and agricultural technology to explore cultivating resilience amid climate pressures. “Agriculture sits at the very center of many of the pressures that we’re putting on Earth’s systems,” said Jim Leape , co-director of the Stanford Center for Ocean Solutions .

Arun Majumdar and Steven Chu discussed energy efficiency, nuclear fusion, national security, and more during a fireside chat. (Image credit: Saul Bromberger)

During a fireside chat, Majumdar discussed emerging trends in clean energy with Steven Chu , the William R. Kenan, Jr. Professor in the School of Humanities and Sciences . They mentioned the “low-hanging fruit” of energy efficiency, the future of nuclear fusion, and balancing the energy transition with national and economic security. Nevertheless, Chu brought the conversation back to the critical role of new inventions.

“As a physicist, when I stand back and look at things: What really changed the world? New materials are actually what changed the world,” said Chu, a former U.S. Secretary of Energy who embodies the impact of science-based decision-making in energy systems as the first scientist to hold a Cabinet position.

From the steam engine and the agricultural revolution to semiconductors and nuclear fission, leaps forward in technology have enabled global-scale changes and development. Highlighting the vision for the Stanford Doerr School of Sustainability, Majumdar noted that when research institutions like Stanford collaborate with public and private entities, they can serve as a place where scholars can serve as incubators for translating novel ideas into impact.

Yi Cui is also the Fortinet Founders Professor and a professor of materials science and engineering in the School of Engineering . He is a professor of energy science and engineering in the Stanford Doerr School of Sustainability, a professor, by courtesy, of chemistry in the School of Humanities and Sciences, and a professor in the Photon Science Directorate. Cui is also a senior fellow at the Precourt Institute for Energy , and the institute’s immediate past director, and a senior fellow at the Stanford Woods Institute for the Environment.

Arun Majumdar is the Chester Naramore Dean of the Stanford Doerr School of Sustainability, the Jay Precourt Provostial Chair Professor, and a senior fellow at the Precourt Institute for Energy. He is also a professor of mechanical engineering and, by courtesy, of materials science and engineering in the School of Engineering, and a professor in the Photon Science Directorate. He is a senior fellow, by courtesy, at the Hoover Institution.

Sally Benson is the Precourt Family Professor in the Stanford Doerr School of Sustainability, where she is a professor of energy science and engineering; a senior fellow at the Precourt Institute for Energy; and a senior fellow at the Woods Institute.

Anthony Kovcsek is a professor of energy science and engineering, and a senior fellow at the Precourt Institute for Energy.

Chris Field is also the Melvin and Joan Lane Professor in Interdisciplinary Environmental Studies in the School of Humanities and Sciences; the Perry L. McCarty Director of the Woods Institute; a professor of Earth system science in the Stanford Doerr School of Sustainability; and a senior fellow at the Precourt Institute for Energy.

Jim Leape is the William and Eva Price Senior Fellow at the Woods Institute and a professor, by courtesy, of oceans.

Steven Chu is a Nobel laureate and a professor of energy science and engineering in the Stanford Doerr School of Sustainability. He is also a professor of molecular and cellular physiology at Stanford Medicine and of physics in the School of Humanities and Sciences.

New Study Shows Custom Email Nudges Boost STEM Assignment Grades

• May 16, 2024

Sean Corp, Communications Lead 

A study from the University of Michigan’s Center for Academic Innovation has found that personalized email nudges can significantly improve students’ performance in introductory STEM courses that use mastery-based grading. The research, covering more than 5,000 undergraduates, revealed that such nudges could raise assessment scores by an average of 3%.

Published in the “British Journal of Educational Technology,” the new paper ’s authors are Becky Matz, Mark Mills, Holly Derry, Ben Hayward, and Cait Hayward, all from the Center for Academic Innovation. The team focused on mastery-based learning environments where students have multiple chances to revise and improve their work, aiming to enhance the benefits of such systems through targeted behavioral nudges.

Mastery-based grading provides students with multiple opportunities to improve performance, emphasizing learning through feedback cycles and revision without penalty. The nudges reinforce the opportunity to improve initial scores to help students take advantage of the mastery-based grading design.

The nudges were delivered to students through ECoach , an educational technology software that provides personalized feedback and tips to support student success. The researchers sent two sets of tailored emails timed strategically before assignment deadlines. The nudges provided students with both decision information, showing their current score and remaining attempts, and decision assistance, guiding them on the path forward.

“Our work demonstrates a clear correlation between student engagement with these messages and improved academic outcomes,” Matz said, highlighting the role of personalized nudges in improving student performance.

Interestingly, while the average score increase was already significant, the students who benefited most were those with lower average grades across their courses, showing as much as a 9% increase in scores.

The research was done in partnership with the Foundational Course Initiative and the Center for Research on Learning and Teaching . Susan Cheng, now at Michigan Engineering , and Anthony King, now at the Institute for Social Research , contributed to the design and deployment of the nudge intervention. 

Using ECoach as part of the research is only made possible because so many instructors of large courses at U-M are willing to use the tool in their classes, Cait Hayward said.

ECoach can be integrated into many large courses on central campus, and interested faculty can request a demo or consultation on the tool with staff at the center. 

The research also illuminated the importance of timing, with later assignments in a term seeing more pronounced effects from the nudging, suggesting a real-time adjustment mechanism might be instrumental for future applications.

“This result points to the potential of taking advantage of key moments where we can most effectively reach students in their academic journey,” said Cait Hayward.

A surprising finding from the data suggested that after a student viewed the first nudge, the second nudge seemed redundant, indicating that one well-crafted reminder email is sufficient to improve student engagement.

With the low overhead cost of automated and tailored nudges, this practice yields significant improvements for students and may help mitigate high attrition rates in STEM courses.

The work aligns with prior findings that nudges, especially personalized nudges, can lead to various positive educational outcomes. The new research marks a step forward in understanding their role within the context of alternative assessment systems like mastery-based grading. 

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