- Recalibrating the scope of scholarly publishing: A modest step in a vast decolonization process QUANTITATIVE SCIENCE STUDIES 2022; 3 (4): 912-930
- The Effect of Faculty Research on Student Learning in College EDUCATIONAL RESEARCHER 2022
- Education Data Science: Past, Present, Future AERA OPEN 2021; 7
Skill levels and gains in university STEM education in China, India, Russia and the United States.
Nature human behaviour
Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.
View details for DOI 10.1038/s41562-021-01062-3
View details for PubMedID 33649462
- Beyond Decoding: A Meta-Analysis of the Effects of Language Comprehension Interventions on K-5 Students' Language and Literacy Outcomes READING RESEARCH QUARTERLY 2020
- Computer science skills across China, India, Russia, and the United States PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA 2019; 116 (14): 6732–36
- Through the Sociological Lens: Learning Mathematics in a Mumbai Classroom For the Learning of Mathematics 2017; 37 (3): 24-26