The actual form of the inflections depended on the stem class of the noun or the adjective.
Several of the derived stem classes are associated with an identifiable meaning such as causativity or reflexivity, although such associations are not absolutely consistent.
Students from underrepresented groups, including female, report different experiences than majority students, even in the same STEM classes (Atman et al. 2010; National Academies of Sciences, Engineering, and Medicine 2016).
More frequent interaction with groups of high-quality STEM-oriented students, STEM classes, and STEM teachers have been shown to relate to lower student attrition rates [1, 3, 9].
It will be several years before middle schoolers who enrolled in the first Salesforce-funded classes enter the workforce, and it will be even longer before enough students have graduated from the city's new STEM classes that the impact on employment can be measured.
Alternative means of forming the feminine form are also encountered in the case of certain stem classes, as in the Arabic stems for 'red,' ʾaḥmar-u (masculine) and ḥamrāʾ-u (feminine), and for 'black,' ʾaswad-u (masculine) and sawdāʾ-u (feminine).
The idea for this workshop came about as a result of the COPUS evidence showing the prevalence of UMaine STEM classes that were using clickers but allowing no or minimal time for recommended student peer discussions.
What appears to be new is the serious pursuit of "STEM classes" and "STEM teachers"—i.e., classes that teach STEM subjects together in an integrated way, by "STEM teachers" rather than single-subject specialists.
To assess the IRR, we examined the agreement between pairs of observers as they used the final version of COPUS in STEM classes at both UBC and UMaine.
