This paper is a conceptual thought experiment that discusses the need for efficient, interactive and inter- operative, application- and learner-centered collaborative technologies that use cognitive apprenticeship, training, and other types of education and sociological techniques to recruit more non-traditional learners to become STEM professionals. The problem of poor to no interest in STEM courses and career paths by non-traditional (female and minority) science and engineering learners is well-understood. The authors recommend using holistic systems engineering design approaches to develop collaborative technology (CT) that can be used to change academic, private, and public engineering work cultures; to derive new ways of increasing the numbers of non-traditional STEM learners; and also to use CT to teach STEM to non-traditional learners according to their preference. The authors conclude that multi-disciplinary work teams that include educators, social science systems engineers, and history of science and technology systems engineers who have support from the highest levels of management, could be used to resolve the identified problems.
Mendeley saves you time finding and organizing research
Choose a citation style from the tabs below