Abstract
Our presentation comprises a summary of research outcomes from a study evaluating how non-STEM students engaged with STEM-based learning materials in a second-year undergraduate unit.
Background/context. According to the Australian Government Department of Education (2023), the world of work continues to change rapidly, defined by advancing technology and increased automation of tasks and roles. Adapting to this change requires those studying at Australian universities to become more proficient in STEM-based skill areas, and in the context of this presentation, skills that fall under the broad umbrella of data analytics. To address this educational shift, Murdoch University drew on funding from the National Priorities and Industry Linkages Fund (NPILF) to develop STEM skills in non-STEM undergraduates.
Description. The findings are drawn from a newly developed, centrally delivered data analytics unit, within which a pre- and post-course survey was embedded. These surveys were administered across three teaching periods in 2022 and 2023, and respondents comprised of 157 undergraduate students. Method(s). Our surveys yielded both qualitative and quantitative data, and multiple methods of analysis were employed to understand the results. For qualitative responses, a mix of thematic and content analysis methods were used to assess the presence of consistent themes across the respondents. For quantitative analysis, we evaluated mean responses, outliers, and changes over time.
Evidence. The confidence of non-STEM students in conducting data analysis was captured in the study. The results demystify the notion that non-STEM students are less capable of expanding their depth of knowledge or skill development outside their discipline of choice.
Contribution. The study makes a significant contribution to the academic literature pertaining to development of employability skills at an undergraduate level, and how specific cohorts might be engaged with content from areas outside their discipline of choice.
Engagement. The two presenters intend to use creative data visualisations to engage the audience, as well as broad, philosophical questions pertaining to STEM and non-STEM learning in a rapidly changing world.