Olgin, J. G.; Fitzgerald, R. M.; Morris, V. R.
The NOAA Center for Atmospheric Science (NCAS) sponsors the Channeling Atmospheric Research into Educational Experiences Reaching Students program (CAREERS); a program that manages a network of weather camps for students in secondary education with particular focus on increasing access for students from traditionally underrepresented backgrounds. Hosted by a college or university, the primary mission goals of the program are to engage students in discussions, lectures and interactive projects to better learn and comprehend a suite of atmospheric science disciplines (i.e. weather forecasting, environmental modeling, atmospheric data acquisition), and guide talented students towards higher education to pursue careers in atmospheric science primarily, or toward other STEM field professions. The need to evaluate and analyze the program's efficacy is crucial for continued growth and sustainability. Therefore a means to identify and measure the success of the program's initiatives will be addressed. Two Hispanic serving institutions, the University of Texas at El Paso (UTEP) and the University of Puerto Rico in Mayaguez (UPRM), both hosted the CAREER weather camps during the summers of 2012 and 2013, and provide the basis of this initial analysis. Participants performed entrance surveys of their knowledge of atmospheric science prior to the course. They were then re-evaluated through exit surveys over the topics covered during the weather camp. These data will be analyzed to correlate which program activities worked best in increasing participant awareness (i.e. geology tours of the local area, discussion on local climate variations, geophysical and geochemical demonstrations), and comprehension of atmospheric science. A comparison between the two universities on their uniqueness in program design and execution will also highlight those activities that best progressed CAREERS' program goals. Results from this analysis, along with possible new strategies for improved
Kong, Xiaoqing; Dabney, Katherine P.; Tai, Robert H.
This study addresses the association between middle-school students' reported participation in science summer programmes and their reported expectation of a career in science and engineering. Data were collected on 1,580 students from eight middle schools in five states, applying an accelerated longitudinal design. Two consecutive cohorts were…
Hoffman, Jennifer L.; Fetrow, Kirsten J.; Broder, Dale E.; Murphy, Shannon M.; Tinghitella, Robin; Hart, Quyen N.
Despite gains in recent years, gender disparities persist in fields related to science, technology, engineering, and mathematics (STEM). Although young women can perform as well as their male peers in STEM courses and tests, they are less likely to pursue higher education and careers in STEM. Our study examined the effectiveness of a STEM-focused summer camp at increasing middle-school girls’ career aspirations in STEM and self-confidence with respect to scientific topics. The 15 participants were Denver-area girls ages 10 to 13 years old from groups underrepresented in STEM fields. During the weeklong DU SciTech camp, these girls built telescopes and computers, collected and classified insects, completed inquiry activities, and interacted with female STEM professionals from a variety of scientific fields and racial backgrounds. We hypothesized that camp attendance would expand girls’ perceptions of who does science, increase their awareness of and interest in STEM careers, and increase their scientific self-efficacy, or belief in their ability to succeed at STEM tasks. We found that DU SciTech improved the girls’ scientific self-efficacy and awareness of STEM careers, but it did not increase their (already high) interest in pursuing their own careers in STEM. We will present our results and discuss their implications for future summer camps and efforts to broaden STEM participation by young women from underrepresented groups.
Kliche, D. V.; Sanovia, J.; Decker, R.; Bolman, J.
The South Dakota School of Mines, Humboldt State University and Sinte Gleska University with support from the National Science Foundation, sponsored four camps for South Dakota Lakota youth to nurture a geosciences learning community linked to culturally significant sites in the Black Hills. These camps utilized outdoor, experiential learning to integrate indigenous knowledge with contemporary western science. The project resulted in increased awareness among Native and non-Native Americans, young and adult, about the importance of geosciences in their connection and interpretation of nature. The project also motivated participants in learning and becoming active in land and resources protection and the importance of becoming knowledgeable and active in regulatory policies (both Tribal and State). The four camps were scheduled during the month of June, 2008, which is the month of the summer solstice, a sacred time for the Lakota people which signal the Lakota Sundance Ceremony. The timing of the camps was chosen to give the Native American participants the framework to express their connection to Native lands through the understanding of their oral history. For the first time in such camps, middle and high school students were encouraged to have a parent or relative attending with them. The camps proved to be a great success among students and their families. The curriculum and activities helped participants immerse themselves mentally, physically and spiritually into an experience of a life time. We plan to show our results from these camps and emphasize the usefulness of this new approach in teaching science and encouraging the new generation to pursue careers in geosciences.
Güereque, M.; Olgin, J. G.; Kier, M. W.; Winston, C. E.; Fitzgerald, R. M.; Morris, V. R.
The NOAA Center for Atmospheric Science (NCAS) sponsors a network of high school and middle school summer camps entitled "Channeling Atmospheric Research into Educational Experiences Reaching Students program, CAREERS". These camps are conducted nationwide at NCAS academic partners; the University of Texas at El Paso (UTEP), Howard University (HU), University of Puerto Rico at Mayagüez (UPRM), and Jackson State University (JSU). The goals of these camps are to increase the interest of secondary school (HS) students in atmospheric and weather related sciences, target under-represented students, and to ultimately boost their college enrollment in STEM related fields. For 2014 at UTEP, the annual student-outreach weather camp program underwent a thematic overhaul that sought to incorporate more of the geological and environmental context of the region. Doctoral students were allowed to assume greater responsibility for the design, development and implementation of the camp activities. The prevailing assumption was that these Ph.D. students were better suited for peer mentoring, bridging the age and interest gap, and delivering the material through the modern technologies and modes of communication. The redesigned approach focused on the identification of climate drivers within the region and this concept formed a thread throughout the planning and design of the camp modules. The outcome resulted in the incorporation of project based learning (PBL) activities, field excursions, and deployment of weather instrumentation, for explaining regional climate processes and events. Standardized surveys were administered to camp participants to evaluate the efficacy, as well as student perceptions of the camp and its activities. Results will be presented that are based on qualitative and quantitative analysis of student responses.
Full Text Available Jenny Godley,1 Nicole M Glenn,2 Arya M Sharma,3 John C Spence4 1Department of Sociology, University of Calgary, Calgary, AB, Canada; 2School of Public Health, Université de Montréal, Montreal, QC, Canada; 3Department of Medicine, 4Sedentary Living Laboratory, Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, Canada Abstract: Students training in obesity research, prevention, and management face the challenge of developing expertise in their chosen academic field while at the same time recognizing that obesity is a complex issue that requires a multidisciplinary and multisectoral approach. In appreciation of this challenge, the Canadian Obesity Network (CON has run an interdisciplinary summer training camp for graduate students, new career researchers, and clinicians for the past 8 years. This paper evaluates the effects of attending this training camp on trainees' early careers. We use social network analysis to examine the professional connections developed among trainee Canadian obesity researchers who attended this camp over its first 5 years of operation (2006–2010. We examine four relationships (knowing, contacting, and meeting each other, and working together among previous trainees. We assess the presence and diversity of these relationships among trainees across different years and disciplines and find that interdisciplinary contact and working relationships established at the training camp have been maintained over time. In addition, we evaluate the qualitative data on trainees' career trajectories and their assessments of the impact that the camp had on their careers. Many trainees report that camp attendance had a positive impact on their career development, particularly in terms of establishing contacts and professional relationships. Both the quantitative and the qualitative results demonstrate the importance of interdisciplinary training and relationships for career development in the health
Jagoda, Sue; Cremer, Bob
Summarizes proceedings and student experiences at the 1980 Science Career Workshop for Physically Disabled Students at the Lawrence Hall of Science (University of California). Includes a description of the key-note speaker's topics, and other workshop activities. (DS)
Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn
The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.
This document reports on the success of Pacific University`s camp held during the summers of 1992 and 1993; ultimate goal of this summer day camp was to increase the number of women in technical and scientific fields. Some experimentation was done with the age groups (7th and 8th grade girls). The curriculum was biology, chemistry, physics, and mathematics/computer science. Laboratory work and field trips were emphasized, along with socialization.
Veron, D. E.; Newton, F. A.; Veron, F.; Trembanis, A. C.; Miller, D. C.
For the past five years, the University of Delaware has offered a two-week, residential, summer camp to rising sophomores, juniors, and seniors who are interested in marine science. The camp, named TIDE (Taking an Interest in Delaware's Estuary) camp, is designed to introduce students to the breadth of marine science while providing them with a college experience. Campers participate in a variety of academic activities which include classroom, laboratory, and field experiences, as well as numerous social activities. Two unique features of this small, focused camp is the large number of university faculty that are involved, and the ability of students to participate in ongoing research projects. At various times students have participated in fish and dolphin counts, AUV deployment, wind-wave tank experiments, coastal water and beach studies, and ROV activities. In addition, each year campers have participated in a local service project. Through communication with former TIDE participants, it is clear that this two-week, formative experience plays a large role in students choice of major when entering college.2012 Tide Camp - Salt marsh in southern Delaware 2012 Tide Camp - Field trip on a small boat
Ahrenkiel, Linda; Albrechtsen, Thomas S. R.
I oplægget vil vi undersøge fænomenet Science Camps nærmere ved at fortælle om dets historiske udvikling og ikke mindst lægge op til en diskussion af en definition. Derudover vil vi præsentere en case, hvor der med udgangspunkt i et aktuelt ph.d.-projekt er blevet undersøgt, hvad deltagerne får ud...... af at deltage i en science camp: Kan man både vække begejstring og medvirke til læring?...
By Ashley DeVine, Staff Writer Summer interns learned how to read a scientific paper, present a poster, maintain a laboratory notebook, and much more, at the Science Skills Boot Camp in June. “It was a great experience, and it was a great opportunity to meet some of the other interns also working on the campus,” said Alyssa Klein, a Werner H. Kirsten student intern in the Cellular Immunology Group, Laboratory of Molecular Immunoregulation. “The boot camp covered many topics essential to being a good scientist and science researcher.”
Ahrenkiel, Linda; Worm-Leonhard, Martin
In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, "Criminal Camp". We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics, and medicine or biology. The main goal of the…
Middle school is a critical time for the development of girls' attitudes toward science, technology, engineering, and mathematics (STEM). Existing research has indicated declining positive attitudes toward these fields among girls throughout adolescence. This study investigated how, to what extent, and for whom participation in a summer STEM Camp at a Midwestern college in the United States affected the STEM attitudes and career aspirations of 23 female participants, ages 10-14 years. Using a concurrent triangulation design, the researcher collected pre- and post-questionnaire data (N = 20), interviewed participants (N = 9), read journal entries (N = 22), and wrote field notes. The researcher adapted the Fennema-Sherman Attitude Scales (FSAS) to measure five of the original nine attitude scales concerning STEM: Male Domain, Confidence, Usefulness, Success, and Motivation. In addition to these standardized, Likert-type scale questions, the questionnaire included demographic items to gauge participants' anticipated career choices and the level of STEM motivation (e.g., extracurricular activities and guardians' STEM involvement). The interview questions elicited information about the participants' Camp experiences and the Camp's influence on participants' attitudes and career aspirations. The journal prompts provoked participants to think about their perceptions of, and relationship with, science and mathematics as well as how supportive their parents and peers had been regarding these two fields. Participants' incoming STEM attitudes were positive. Accordingly, there was no statistically significant difference between pre- and post-scores of attitudes toward STEM. Nevertheless, qualitative results showed that the Camp did strengthen participants' positive attitudes through enthusiastic instructors, STEM-motivated peers, and hands-on activities that allowed for creative freedom. Participating in the STEM Camp challenged participants' prior career aspirations by
... for a second career, working in health sciences librarianship might be the right career for you! Read ... MLA's most revered leaders speaks about the health librarianship profession Read about things of interest to a ...
The objective of this book is to expose junior and senior high school students to the science and technology fields. It also will convey the importance of getting a general education in science and mathematics while still in high school and of continuing such studies in college. This is intended to encourge students, particularly underrepresented minorities and women, to consider and prepare for careers in science and technology. This book attempts to point out the increasing importance of such knowledge in daily life regardless of occupational choice. This book is intended to be used by junior and senior high school students, as a classroom reference by teachers, and by scientist and engineers participating in outreach activities.
Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.
The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…
Harman, P. K.; DeVore, E. K.
Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) disseminates NASA STEM education-related resources, fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), and engages Girl Scouts in NASA science and programs through space science badges and summer camps. A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K - 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10: and Ambassadors, Grades 11 -12. Daisy badge will be accomplished by following three steps with two choices each. Brownie to Ambassador badges will be awarded by completing five steps with three choices for each. The badges are interwoven with science activities, role models (SMEs), and steps that lead girls to explore NASA missions. External evaluators monitor three rounds of field-testing and deliver formative assessment reports. Badges will be released in Fall of 2018 and 2019. Girl Scout Stars supports two unique camp experiences. The University of Arizona holds an Astronomy Destination, a travel and immersion adventure for individual girls ages 13 and older, which offers dark skies and science exploration using telescopes, and interacting with SMEs. Girls lean about motion of celestial objects and become astronomers. Councils send teams of two girls, a council representative and an amateur astronomer to Astronomy Camp at Goddard Space Flight Center. The teams were immersed in science content and activities, and a star party; and began to plan their new Girl Scout Astronomy Clubs. The girls will lead the clubs, aided by the council and amateur astronomer. Camps are evaluated by the Girl Scouts Research Institute. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on
Votaw, Nikki L.
Studies suggest that students have difficulty connecting science to their own lives (Lee & Fradd, 1998; Aikenhead, 1996). This difficulty results in a decline in students' attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a ten day informal learning immersion science camp had on the participants, both urban, low-socioeconomic status middle school students and teacher-leaders. The students were incoming seventh grade students involved in a community-based scholar program designed to recruit and support socioeconomically disadvantaged, academically talented students. The teacher-leaders were professional educators working toward an advanced degree. This ten day camp included seven visits to different sites and complementary classroom-based activities. The purpose of the camp was to immerse the students in informal learning environments that affect their daily lives. Students and teacher-leaders visited facilities that provide public utility services (i.e. power plant, sewage treatment facility, and water company), zoo, large commercial cave system, planetarium, university based electrooptics and nanotechnology center, and forest and arboretum. These site visits were supported by activities that were provided by teacher-leaders. A model used as a framework for studying learning in the context of this ten day camp as Falk and Dierking's (2000) Contextual Model for Learning. This model described three basic intersecting elements that contributed to learning within the given context. The three contexts (personal, sociocultural, and physical) intersect affecting the learning that takes place. A mixed methodology design was employed to determine the impact of the camp on students' content knowledge and attitudes toward science. Qualitative data were collected to determine the impact
Careers in Focus: Library and Information Science, Second Edition profiles 19 careers for professionals interested in this field. Job profiles include:. -Acquisitions librarians. -Book conservators. -Children's librarians. -Corporate librarians. -Film and video librarians. -Law librarians. -Library assistants. -Library media specialists. -Medical librarians. -Research assistants.
@ 10:00 am - 2:00 pm Wisconsin Room, UWM Student Union Register today! Engineering Careers Careers in Engineering Concentration on Ergonomics M.S. Program in Computer Science Interdisciplinary Concentration on Energy Doctoral Programs in Engineering Non-Degree Candidate Departments Biomedical Engineering
Ahrenkiel, Linda; Worm-Leonhard, Martin
In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, “Criminal Camp”. We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics...... of the subjects taught and scientific literacy in general....
Lindner, M.; Kubat, C.
The paper informs on the characteristics of a Comenius Network of seven organizations, who are collaborating in exchanging best practice on science camps. This exchange includes evaluation results on more science camps of European organizations, which will deliver information on organization, collaboration with companies, pedagogical aspects, as…
Wheat, C. G.; Fournier, T.; Monahan, K.; Paul, C.
RETINA (Robotic Exploration Technologies IN Astrobiology) has developed a program geared towards stimulating our youth with innovative and relevant hands-on learning modules under a STEM umbrella. Given the breadth of potential science and engineering topics that excite children, the RETINA Program focuses on interactive participation in the design and development of simple robotic and sensor systems, providing a range of challenges to engage students through project-based learning (PBL). Thus, young students experience scientific discovery through the use and understanding of technology. This groundwork serves as the foundation for SSROV Camp, a week-long, summer day camp for 6th-8th grade students. The camp is centered on the sensors and platforms that guide seafloor exploration and discovery and builds upon the notion that transformative discoveries in the deep sea result from either sampling new environments or making new measurements with sensors adapted to this extreme environment. These technical and scientific needs are folded into the curriculum. Each of the first four days of the camp includes four team-based, hands-on technical challenges, communication among peer groups, and competition. The fifth day includes additional activities, culminating in camper-led presentations to describe a planned mission based on a given geologic setting. Presentations include hypotheses, operational requirements and expected data products. SSROV Camp was initiated last summer for three sessions, two in Monterey, CA and one in Oxford, MS. Campers from both regions grasped key elements of the program, based on written responses to questions before and after the camp. On average, 32% of the pre-test questions were answered correctly compared with 80% of the post-test questions. Additional confirmation of gains in campers' knowledge, skills, and critical thinking on environmental issues and engineering problems were apparent during the "jeopardy" competition, nightly homework
Terrill, Laura Anne
This study investigated the curricular representations of the environment and the human-environment relationship at one residential school sponsored science camp. Data gathered included field notes from observational time at the camp, interviews with staff and classroom teachers, and documents from the site's website, guides, manuals, and…
Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence
The present research examined whether gender-science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender-science stereotypes (implicit associations and…
Being a soil scientist is a fascinating and certainly diverse career, which can indeed involve working in a laboratory or diagnosing sick orange trees. However it often involves much, much more. In 2015, as part of the United Nations' "International Year of Soils," Soil Science Australia's (SSA) "Soils in Schools" program…
Telfer, Jo Ann
Science has become an essential part of our cultural, social and technological lives. Around the world economic policies are giving high priority to the production of new knowledge generated by scientists. Unfortunately, gender equality in science-related careers has not been achieved. Women who possess high intellectual and personal abilities are succeeding in many occupational areas previously closed to all but the most impervious women, but females are still largely underrepresented in physical science and mathematics related careers. The purpose of the current study was to examine the reasons for this underrepresentation of women in science-related careers. Participants included a subset of mothers (n = 174), fathers (n = 132) and children (n = 186) from a larger study at the University of Calgary entitled Gender Differences in Student Participation and Achievement in the Sciences: Choice or Chance ? Telephone interview and survey questionnaire data were examined for gender and achievement level differences, focusing on high achieving girls who are most likely to succeed in science-related careers. Relationships between parents' and children's responses were also examined using the theoretical construct of Eccles' Model of Achievement Related Choices. Gathered data were studied using factor analysis, multivariate analysis of variance, analysis of variance as well as categorical analysis of qualitative results. Girls and boys achieved similar grades on all academic measures except the Alberta Science Achievement Test, where boys scored significantly higher than girls. Mothers, fathers, and children indicated positive attitudes towards science, no gender stereotyping about science and science careers, and gender neutral beliefs about science achievement. Gender differences were found in expressed possibility of future career choice. Science/Professional Careers were viewed as male occupations by mothers and children, but as gender neutral occupations by fathers
This report describes the 1992 Westinghouse Hanford Company/US Department of Energy Environmental Summer Science Camp. The objective of the ``camp`` was to motivate sixth and seventh graders to pursue studies in math, science, and the environment. This objective was accomplished through hands-on fun activities while studying the present and future challenges facing our environment. The camp was funded through Technical Task Plan, 424203, from the US Department of Energy-Headquarters, Office of Environmental Restoration and Waste Management, Technology Development,to Westinghouse Hanford Company`s International Environmental Institute, Education and Internship Performance Group.
Terrill, Laura Anne
This study investigated the curricular representations of the environment and the human-environment relationship at one residential school sponsored science camp. Data gathered included field notes from observational time at the camp, interviews with staff and classroom teachers, and documents from the site's website, guides, manuals, and curricular guides. These data were analyzed to understand how the camp represented the human-environment relationship and the "proper" human-environment relationship to its participants. Analysis indicated that the camp's official and enacted curriculum was shaped in response to two perceived problems, (1) students were perceived as having a disconnected relationship with the outdoors and lacking in outdoor experiences; and (2) staff members of the camp believed that time for science during the school day had diminished and that students were not receiving adequate science instruction at school. In response, the goal of the camp was to connect students to the outdoors through hands-on, sensory, experience based science and outdoor education experiences. However, key aspects of the camp experience and the formal and enacted curriculum unintentionally positioned students as separate from nature. The camp experience presented a vacation like understanding of the human-environment relationship as students became tourists of the outdoors. Despite the site's goal of connecting students to the outdoors, the science camp experience worked to distance students from the outdoors by unintentionally representing the outdoors as a place that existed away from home and students' everyday lives. Notably, nature became a place that existed in the past, separate from modernity. Students were tourists in an exotic location - nature. They received tours of the foreign outdoors, had fun, and returned home to their ordinary lives that were separate and distinct from the natural world.
This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...
Pupils ask STEM subject teachers about jobs and careers in science, but where else do they learn about work? This article outlines career-related learning within schools in England alongside other factors that influence pupils' career decisions. The effect of the Education Act 2011 will be to change career learning in schools. The impact on…
Ortega, Robbie Ray
Minorities continue to be underrepresented in professional science careers. In order to make Science, Technology, Engineering, and Mathematics (STEM) careers more accessible for underrepresented minorities, informal science programs must be utilized to assist in developing interest in STEM for minority youth. In addition to developing interest in science, informal programs must help develop interpersonal skills and leadership skills of youth, which allow youth to develop discrete social behaviors while creating positive and supportive communities thus making science more practical in their lives. This study was based on the premise that introducing underrepresented youth to the agricultural and life sciences through an integrated precollege experience of leadership development with university faculty, scientist, and staff would help increase youths' interest in science, while also increasing their interest to pursue a STEM-related career. Utilizing a precollege life science experience for underrepresented minorities, known as the Ag Discovery Camp, 33 middle school aged youth were brought to the Purdue University campus to participate in an experience that integrated a leadership development program with an informal science education program in the context of agriculture. The week-long program introduced youth to fields of agriculture in engineering, plant sciences, food sciences, and entomology. The purpose of the study was to describe short-term and intermediate student outcomes in regards to participants' interests in career activities, science self-efficacy, and career intentions. Youth were not interested in agricultural activities immediately following the precollege experience. However, one year after the precollege experience, youth expressed they were more aware of agriculture and would consider agricultural careers if their first career choice did not work out for them. Results also showed that the youth who participated in the precollege experience were
Valk, R.; van der Velde, E.G.; van Engen, Marloes
This article presents a study on international careers and career success of Indian women in Science & Technology (S&T). We conducted interviews with 30 (upper) middle class Indian women in New Delhi and Bangalore (India) who pursued careers abroad as self-initiated expatriates (SIEs). Important
Smith, Walter S.
A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.
Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women's participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls' science interests, efficacy, attitudes, and identity---referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls' attitudes, experiences, and intentions toward science. Emergent themes discussed include girls' preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of
Moura, Joan; Swerin, Rod
The Hydromania II curriculum was written for the third in a series of summer science camp experiences targeting students in grades 4--6 who generally have difficulty accessing supplementary academic programs. The summer science camp in Portland is a collaborative effort between Bonneville Power Administration (BPA), the US Department of Energy (DOE), and the Portland Parks and Recreation Community Schools Program along with various other cooperating businesses and organizations. The curriculum has also been incorporated into other summer programs and has been used by teachers to supplement classroom activities. Camps are designed to make available, affordable learning experiences that are fun and motivating to students for the study of science and math. Inner-city, under-represented minorities, rural, and low-income families are particularly encouraged to enroll their children in the program.
Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula
The aim of this study was to investigate how the career-related instruction implemented in secondary school chemistry education concerning water issues influence students’ career awareness and interest towards science learning. This case study is part of a larger design-based research of the EU-MultiCO project that focuses on promoting students’ scientific career awareness and attractiveness by introducing them career-based scenarios at the beginning of the instruction unit. The participants ...
Young, Victoria Jewel
Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…
Jensen, Kjeld; Dyrmann, Mads; Midtiby, Henrik Skov
The main objective of this work is to increase the motivation of high school students to pursue a career in engineering. This is achieved through a 3-day university boot camp with a high focus on applying theoretical knowledge to real world problems, technology development and working in teams....... The learning outcomes are therefore both related to academic/technical topics and to career decisions....
Curry, Kathy S.
This qualitative phenomenological study used a modified Groenewald's five steps method with semi-structured, recorded, and transcribed interviews to focus on the underrepresentation of females in science-related careers. The study explored the lived experiences of a purposive sample of 25 senior female college students attending a college in Macon, Georgia. Ten major themes emerged from the research study that included (a) journey to a science-related career; (b) realization of career interest; (c) family support (d) society's role; (e) professors' treatment of students; (f) lack of mentors and models; (g) gender and career success; (h) females and other disadvantages in science-related careers; (i) rewards of the journey; and (j) advice for the journey. The three minor themes identified were (a) decision-making; (b) career awareness; and (c) guidance. The key findings revealed that females pursuing a science degree or subsequent science-related career, shared their experience with other females interested in science as a career choice, dealt with barriers standing in the way of their personal goals, lack role models, and received little or no support from family and friends. The study findings may offer information to female college students interested in pursuing science-related careers and further foundational research on gender disparities in career choice.
Hendrickson, Ryan C.; Mueller, Melinda A.; Strand, Jonathan R.
A considerable amount of research exists about political science careers at community colleges and liberal arts institutions, as well as about training and hiring practices across different types of institutions. However, there is virtually no commentary available on political science careers at comprehensive institutions, where a significant…
Valk, Reimira; van der Velde, E.G.; van Engen, Marloes; Godbole, R.
Purpose The purpose of this paper is to gain insight into international career motives, repatriation and career success of Indian women in Science and Technology. Design/methodology/approach In total, 30 semi-structured interviews were conducted with (upper) middle-class Indian women in Science and
Rebekah St Clair
Full Text Available Doctoral recipients in the biomedical sciences and STEM fields are showing increased interest in career opportunities beyond academic positions. While recent research has addressed the interests and preferences of doctoral trainees for non-academic careers, the strategies and resources that trainees use to prepare for a broad job market (non-academic are poorly understood. The recent adaptation of the Social Cognitive Career Theory to explicitly highlight the interplay of contextual support mechanisms, individual career search efficacy, and self-adaptation of job search processes underscores the value of attention to this explicit career phase. Our research addresses the factors that affect the career search confidence and job search strategies of doctoral trainees with non-academic career interests and is based on nearly 900 respondents from an NIH-funded survey of doctoral students and postdoctoral fellows in the biomedical sciences at two U.S. universities. Using structural equation modeling, we find that trainees pursuing non-academic careers, and/or with low perceived program support for career goals, have lower career development and search process efficacy (CDSE, and receive different levels of support from their advisors/supervisors. We also find evidence of trainee adaptation driven by their career search efficacy, and not by career interests.
Liskey, Brian K.
This research project was designed to examine the factors that affect students' choice in a career. Specifically, the factors of (a) achievement, (b) interest, (c) self-efficacy, (d) perceived preparation for a career, and (e) being informed about a career will be under investigation. Of key importance to the study is how these factors can affect a student's perception about choosing a science career. A quantitative analysis of secondary data from the 2006 and 2009 Program for International Student Assessment (PISA) international assessment and attitudinal questionnaire provided data on student perceptions and aptitude in science. The sample from PISA included over 400,000 15 year-old students from 57 countries. From the 57 countries, 30 countries, comprised by Organization for Economic and Cooperative Development (OECD), were isolated for analysis. Within this group of 30, 11 were selected for comparison based on their questionnaire response to expectations for a career in science at age 30. The Institute for Educational Science's, International Data Explorer was utilized to acquire and analyze data from the 2006 and 2009 PISA international tests and questionnaires to determine significance between scaled scores and PISA indices. Variables were chosen as factors affecting student's perception on various systems outlined by the Systems Theory of Career Development (Patton & McMahon, 1997) and the Systems Theory of Career Development Framework (Patton & McMahon, 1999). Four country groups were established based on student responses to question 30a from the 2006 PISA attitudinal questionnaire, which asks what career students expected to have at age 30. The results from comparing country groups showed that countries in Group A, which showed the highest values for students expecting a career in science, also had the highest average values for achievement on the PISA science literacy assessment. Likewise, countries that had the lowest values for expecting a career in
Schedule for 2006's Transforming the Professoriate: Preparing Women for Careers in Science & Engineering Conference. Transforming the Professoriate: Preparing Women for Careers in Science & Engineering took place from July 20 – 22, 2006 at the Inn at Virginia Tech and Skelton Conference Center
Wilson, Deleise S; Rosemberg, Marie-Anne S; Visovatti, Moira; Munro-Kramer, Michelle L; Feetham, Suzanne
To present four case scenarios reflecting the process of research career development using career cartography. Career cartography is a novel approach that enables nurses, from all clinical and academic settings, to actively engage in a process that maximizes their clinical, teaching, research, and policy contributions that can improve patient outcomes and the health of the public. Four early-career nurse researchers applied the career cartography framework to describe their iterative process of research career development. They report the development process of each of the components of career cartography, including destination statement, career map, and policy statement. Despite diverse research interests and career mapping approaches, common experiences emerged from the four nurse researchers. Common lessons learned throughout the career cartography process include: (a) have a supportive mentorship team, (b) start early and reflect regularly, (c) be brief and to the point, (d) keep it simple and avoid jargon, (e) be open to change, (f) make time, and (g) focus on the overall career destination. These four case scenarios support the need for nurse researchers to develop their individual career cartography. Regardless of their background, career cartography can help nurse researchers articulate their meaningful contributions to science, policy, and health of the public. © 2017 Sigma Theta Tau International.
Many science students find themselves in the midst of graduate school or sitting at a lab bench, and realize that they hate lab work! Even worse is realizing that they may love science, but science (at least academic science) is not providing many job opportunities these days. What's a poor researcher to do !? This book gives first-hand descriptions of the evolution of a band of hardy scientists out of the lab and into just about every career you can imagine. Researchers from every branch of science found their way into finance, public relations, consulting, business development, journalism, and more - and thrived there! Each author tells their personal story, including descriptions of their career path, a typical day, where to find information on their job, opportunities to career growth, and more. This is a must-read for every science major, and everyone who is looking for a way to break out of their career rut.
Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula
The aim of this study was to investigate how career-related instruction implemented in secondary school chemistry education concerning water issues influences students' career awareness and their interest towards science learning. This case study is part of a larger design-based research study for the EU-MultiCO project, which focuses on promoting…
The Department of Energy (DOE) Office of Science Early Career Program began in FY 2010. The program objectives are to support the development of individual research programs of outstanding scientists early in their careers and to stimulate research careers in the disciplines supported by the DOE Office of Science. Both university and DOE national laboratory early career scientists are eligible. Applicants must be within 10 years of receiving their PhD. For universities, the PI must be an untenured Assistant Professor or Associate Professor on the tenure track. DOE laboratory applicants must be full time, non-postdoctoral employee. University awards are at least 150,000 per year for 5 years for summer salary and expenses. DOE laboratory awards are at least 500,000 per year for 5 years for full annual salary and expenses. The Program is managed by the Office of the Deputy Director for Science Programs and supports research in the following Offices: Advanced Scientific and Computing Research, Biological and Environmental Research, Basic Energy Sciences, Fusion Energy Sciences, High Energy Physics, and Nuclear Physics. A new Funding Opportunity Announcement is issued each year with detailed description on the topical areas encouraged for early career proposals. Preproposals are required. This talk will introduce the DOE Office of Science Early Career Research program and describe opportunities for research relevant to the condensed matter physics community. http://science.energy.gov/early-career/
Photo 01: H.E. Mr Josep Piqué i Camps, Minister for Science and Technology, Spain (right foreground) visiting SM 18 with (from left to right) F. Rodriguez Mateos, G. Babé, C. Dopazo in front of H.E. Mr J. Pérez-Villanueva y Tovar, Ambassador. Photo 05: The delegation, accompanied by Spanish scientists at CERN, also visited the LHC superconducting magnet test hall. From l. to r.: Matteo Cavalli-Sforza of CERN, Josep Piqué i Camps, Spanish Minister of Science and Technology, César Dopazo, Director-General of CIEMAT (Spanish Research Centre for Energy, Environment and Technology), Juan Antonio Rubio, ETT Division Leader at CERN, Manuel Aguilar-Benitez, Spanish Delegate to Council, Gonzalo León, Secretary-General of Scientific Policy to the Minister, and Manuel Delfino, IT Division Leader at CERN.
Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.
The GEMS Space Science Sequence is a high quality, hands-on curriculum for elementary and middle schools, created by a national team of astronomers and science educators with NASA funding and support. The standards-aligned curriculum includes 24 class sessions for upper elementary grades targeting the scale and nature of Earth's, shape, motion and gravity, and 36 class sessions for middle school grades focusing on the interactions between our Sun and Earth and the nature of the solar system and beyond. These materials feature extensive teacher support materials which results in pre-test to post-test content gains for students averaging 22%. Despite the materials being highly successful, there has been a less than desired uptake by teachers in using these materials, largely due to a lack of professional development training. Responding to the need to improve the quantity and quality of space science education, a collaborative of space scientists and science educators - from the University of California, Berkeley's Lawrence Hall of Science (LHS) and Center for Science Education at the Space Sciences Laboratory (CSE@SSL), the Astronomical Society of the Pacific (ASP), the University of Wyoming, and the CAPER Center for Astronomy & Physics Education - experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. Research on the exodus of young teachers from the teaching profession clearly demonstrates that early career teachers often leave teaching because of a lack of mentoring support and classroom ready curriculum materials. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers in middle school, and trained these master teachers to use the GEMS Space Science Sequence for Grades 6-8. Then, these master teachers were mentored in how to coach their
Williams, Tammy Kay
The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.
Leblebicioglu, G.; Metin, D.; Capkinoglu, E.; Cetin, P. S.; Eroglu Dogan, E.; Schwartz, R.
Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.
The CDC Disease Detective Camp gives rising high school juniors and seniors exposure to key aspects of the CDC, including basic epidemiology, infectious and chronic disease tracking, public health law, and outbreak investigations. The camp also helps students explore careers in public health.
Hooker, Sascha K.; Simmons, Samantha E.; Stimpert, Alison K.; McDonald, Birgitte I.
It is widely acknowledged that family and care-giving responsibilities are driving women away from Science, Technology, Engineering, and Mathematics (STEM) fields. Marine mammal science often incurs heavy fieldwork and travel obligations, which make it a challenging career in which to find work-life balance. This opinion piece explores gender equality, equity (the principles of fairness that lead to equality), and work-life balance in science generally and in this field in particular. We aim ...
Sikora, Joanna; Pokropek, Artur
Using data from 24 countries, which participated in the 2006 Programme for International Student Assessment (PISA), we examine the relationship between parental science employment and students' career expectations. In contrast to prior PISA-based studies, we find that the link between parental employment and adolescent plans to work in science is non-trivial and merits attention. In this context, we consider three versions of the gender socialisation hypothesis. The strong variant posits that girls' plans are shaped solely by their mothers' career pathways while boys model their expectations exclusively on fathers' occupations. The weaker version of this hypothesis expects children to be influenced more by the same-sex than by the opposite-sex parent. Finally, the third possibility is that, as egalitarian ideologies prevail, parents inspire adolescent occupational plans regardless of gender. These hypotheses are assessed separately for student career plans related to biology, agriculture and health (BAH) in contrast to computing, engineering and mathematics (CEM), because the involvement in these fields of science is known to be segregated by gender. Using two-level multinomial logit modelling, we find some support for the weak version of the gender socialisation hypothesis. Although within-family transfers of preferences for science careers vary considerably across countries, we note certain regularities. In many nations, relevant paternal employment enhances sons' interest in science careers regardless of their field. In contrast, maternal employment inspires daughters in fewer countries and this influence tends to be limited to careers in BAH. We discuss the possible implications of these findings for science educators.
This article condenses some highlights from a presentation that I have now given at several universities about the bench-to-newsroom career path. For readers who simply want a short explanation of how to parlay their hard-earned critical-thinking skills from graduate school into a lucrative job in a growing industry, go to law school. Copyright © 2015, American Society for Microbiology. All Rights Reserved.
Full Text Available Health Science Explorations is a Maryland 4-H Program for youth ages ten and older. Hospital-based multi-day summer sessions and clubs that meet regularly, enable youth to interact with health care professionals in authentic medical settings. The program introduces youth to local health career opportunities, fosters science literacy and interest in science careers, and teaches healthy lifestyle practices. The authors share strategies to guide other educators through the process of developing their own science career exploration programs.
Switzer, Robin Works
Camp Wanna-Read is the theme for the 1991 program for the Texas Reading Club, which centers around the experiences and types of things that happen at summer camp. Each chapter is a type of camp a child might attend such as cooking camp, art camp, music camp, science camp, Indian camp, nature camp, and regular summer camp. The chapters are divided…
Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani
The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations we conducted interviews with senior members of staff, heads of science departments and early career teachers. A thematic analysis of the interviews is presented, drawing on findings from across the 10 schools, and exemplified in more detail by a vignette to show specific features of effective CPD practice. The study has revealed a wealth of practice across the 10 schools, which included a focus on broadening experience beyond the classroom, having an open, sharing, non-threatening culture and systemic procedures for mentoring and support that involved ring-fenced budgets. The schools also deployed staff judiciously in critical roles that model practice and motivate early career science teachers. Early career teachers were concerned primarily with their overall development as teachers, though some science specific examples such as observing practical work and sessions to address subject knowledge were seen as important.
Collins, Todd A.; Knotts, H. Gibbs; Schiff, Jen
We know little about the amount of career preparation offered to students in political science departments. This lack of information is particularly troubling given the state of the current job market and the growth of applied degree programs on university campuses. To address this issue, this article presents the results of a December 2010 survey…
Academic institutions and researchers are becoming increasingly involved in translational research to spur innovation in addressing many complex biomedical and societal problems, and in response to the focus of the NIH and other funders. One approach to translational research is to development interdisciplinary research teams. By bringing together collaborators with diverse research backgrounds and perspectives, these teams seek to blend their science and the workings of the scientists to push beyond the limits of current research. While team-science promises individual and team benefits in creating and implementing innovations, its increased complexity poses challenges. In particular, since academic career advancement commonly focuses on individual achievement, team-science might differentially impact early stage researchers. This need to be recognized for individual accomplishments in order to move forward in an academic career may give rise to research-team conflicts. Raising awareness to career-related aspects of team science will help individuals (particularly trainees and junior faculty) take steps to align their excitement and participation with the success of both the team and their personal career advancement. PMID:22525235
Library and Information Science is not a top rank choice of course by candidates seeking admission into tertiary institutions in Imo State. Most of those who eventually get enrolled for the programme are not interested in practicing librarianship upon graduation. They prefer careers in other establishments even if they are to ...
Winter, Charles A.
This book provides job descriptions and discusses career opportunities in various fields of the biological sciences. These fields include: (1) biotechnology, genetics, biomedical engineering, microbiology, mycology, systematic biology, marine and aquatic biology, botany, plant physiology, plant pathology, ecology, and wildlife biology; (2) the…
The objective of this study was to identify the career aspirations of agricultural science graduates from Nigerian Universities of Agriculture. A random sample of 215 graduating students of agriculture was selected using stratified random sampling method. Data were collected with the aid of a structured questionnaire and the ...
Shin, Sein; Lee, Jun-Ki; Ha, Minsu
Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of…
Schwarz, Gunnar; Frenzel, Wolfgang; Richter, Wolfgang M.; Ta¨uscher, Lothar; Kubsch, Georg
This paper presents the course of events of a five-day summer camp on environmental chemistry with high emphasis on chemical analysis. The annual camp was optional and open for students of all disciplines and levels. The duration of the summer camp was five and a half days in the Feldberg Lake District in northeast Germany (federal state of…
Engineering Concentration on Ergonomics M.S. Program in Computer Science Interdisciplinary Concentration on Energy Doctoral Programs in Engineering Non-Degree Candidate Departments Biomedical Engineering Biomedical Engineering Industry Advisory Council Civil & Environmental Engineering Civil &
Rak, Rosemary C.
The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover
Leblebicioglu, G.; Abik, N. M.; Capkinoglu, E.; Metin, D.; Dogan, E. Eroglu; Cetin, P. S.; Schwartz, R.
Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also necessary for a whole conception of scientific inquiry. In this study NOSI aspects were taught explicitly through student inquiries in nature in two summer science camps. Students conducted four inquiries through their questions about surrounding soil, water, plants, and animals under the guidance of university science educators. At the end of each investigation, students presented their inquiry. NOSI aspects were made explicit by one of the science educators in the context of the investigations. Effectiveness of the science camp program and its retention were determined by applying Views of Scientific Inquiry (VOSI-S) (Schwartz et al. 2008) questionnaire as pre-, post-, and retention test after two months. The patterns in the data were similar. The science camp program was effective in developing three of six NOSI aspects which were questions guide scientific research, multiple methods of research, and difference between data and evidence. Students' learning of these aspects was retained. Discussion about these and the other three aspects is included in the paper. Implications of differences between school and out-of-school science experiences are also discussed.
De Oca, M.; Noll, S.
A democratic society requires that its citizens are informed of everyday's global issues. Out of all issues those related to ocean conservation can be hard to grasp for the general public and especially so for disadvantaged racial and ethnic groups. Opportunity-scarce communities generally have more limited access to the ocean and to science literacy programs. The Ocean Filmmaking Camp @ Duke Marine Lab (OFC@DUML) is an effort to address this gap at the level of high school students in a small coastal town. We designed a six-week summer program to nurture the talents of high school students from under-represented communities in North Carolina with training in filmmaking, marine science and conservation. Our science curriculum is especially designed to present the science in a locally and globally-relevant context. Class discussions, field trips and site visits develop the students' cognitive abilities while they learn the value of the natural environment they live in. Through filmmaking students develop their voice and their media literacy, while connecting with their local community, crossing class and racial barriers. By the end of the summer this program succeeds in encouraging students to engage in the democratic process on ocean conservation, climate change and other everyday affairs affecting their local communities. This presentation will cover the guiding principles followed in the design of the program, and how this high impact-low cost program is implemented. In its first year the program was co-directed by a graduate student and a local high school teacher, who managed more than 20 volunteers with a total budget of $1,500. The program's success was featured in the local newspaper and Duke University's Environment Magazine. This program is an example of how ocean science can play a part in building a better world, knitting diverse communities into the fabric of the larger society with engaged and science-literate citizens living rewarding lives.
Venue : SMS Auditorium, Cochin University of Science and Technology, ... in science, particularly at the senior levels of teaching and research in India, has ... To explore avenues for entrepreneur development for women through Science.
Science journalists cover some of the most complex, exciting, and important issues of our day, ranging from the impacts of climate change to emerging infectious diseases. They use words, sounds, images, and graphics to create compelling stories about science that appear in newspapers and magazines, in print and online, on the radio and TV, and in podcasts and videos. The field is undergoing rapid change, which presents both challenges and opportunities. The migration of readers and advertising to the internet and digital platforms has led to declining sales of print publications. This means that jobs are now scarce in traditional print media, but that there are growing opportunities to produce digital content. Copyright © 2017 Cold Spring Harbor Laboratory Press; all rights reserved.
Erica S. Weisgram
Full Text Available Two studies extended the communal goal congruity perspective to examine perceived incongruity between science careers and family caregiving goals. Study 1 examined beliefs about science careers among young adolescents, older adolescents, and young adults. Science careers were perceived as unlikely to afford family goals, and this belief emerged more strongly with age cohort. Study 1 also documented that the perception that science affords family goals predicts interest in pursuing science. Study 2 then employed an experimental methodology to investigate the impact of framing a science career as integrated with family life or not. For family-oriented women, the family-friendly framing of science produced greater personal favorability toward pursuing a science career. In addition, perceived fulfilment of the scientist described predicted personal favorability toward a science career path. We discuss the implications of these findings for research and for policy.
Ing, Marsha; Aschbacher, Pamela R.; Tsai, Sherry M.
This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for…
A grant was made to install and pilot-test the Science, Engineering and Technology (SET) Career Library Corner at the New York Hall of Science. The SET Career Library Corner is located in a multi-media library setting where visitors can explore careers in a quiet, uninterrupted environment, in contrast to the original installation designed as a museum floor exhibit.
Reuben, Ernesto; Sapienza, Paola; Zingales, Luigi
Does discrimination contribute to the low percentage of women in mathematics and science careers? We designed an experiment to isolate discrimination’s potential effect. Without provision of information about candidates other than their appearance, men are twice more likely to be hired for a mathematical task than women. If ability is self-reported, women still are discriminated against, because employers do not fully account for men’s tendency to boast about performance. Providing full infor...
The CDC Disease Detective Camp gives rising high school juniors and seniors exposure to key aspects of the CDC, including basic epidemiology, infectious and chronic disease tracking, public health law, and outbreak investigations. The camp also helps students explore careers in public health. Created: 8/2/2010 by Centers for Disease Control and Prevention (CDC). Date Released: 8/2/2010.
Myers, Bethany A; Rodriguez, Bredny
The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of
Reuben, Ernesto; Sapienza, Paola; Zingales, Luigi
Women outnumber men in undergraduate enrollments, but they are much less likely than men to major in mathematics or science or to choose a profession in these fields. This outcome often is attributed to the effects of negative sex-based stereotypes. We studied the effect of such stereotypes in an experimental market, where subjects were hired to perform an arithmetic task that, on average, both genders perform equally well. We find that without any information other than a candidate's appearance (which makes sex clear), both male and female subjects are twice more likely to hire a man than a woman. The discrimination survives if performance on the arithmetic task is self-reported, because men tend to boast about their performance, whereas women generally underreport it. The discrimination is reduced, but not eliminated, by providing full information about previous performance on the task. By using the Implicit Association Test, we show that implicit stereotypes are responsible for the initial average bias in sex-related beliefs and for a bias in updating expectations when performance information is self-reported. That is, employers biased against women are less likely to take into account the fact that men, on average, boast more than women about their future performance, leading to suboptimal hiring choices that remain biased in favor of men.
Journals · Overview · Bulletin of Materials Science · DIALOGUE: Science, ... Jawaharlal Nehru Centre for Advanced Scientific Research (JNCASR), Bangalore ... Sree Chitra Tirunal Institute for Medical Sciences & Technology, Thiruvananthapuram ... The Panel organized a one day Lecture on the occasion of International ...
Grindstaff, Kelly E.
This study explores the thinking and practices of five early-career teachers of grades eight to ten science, in relation to their histories, schools, students, and larger cultural and political forces. All the teachers are young women, two in their fourth year of teaching, who teach together in an affluent suburb, along with one first-year teacher. The other two are first-year teachers who teach in an urban setting. All of these teachers most closely associated good science teaching with forming relationships with students. They filtered science content through a lens of relevance (mostly to everyday life) and interest for students. Thus they filtered science content through a commitment to serving students, which makes sense since I argue that the primary motivations for teaching had more to do with working with students and helping people than the disciplines of science. Thus, within the discourse of the supremacy of curriculum and the prevalence of testing, these teachers enact hybrid practices which focus on covering content -- to help ensure the success of students -- and on relevance and interest, which has more to do with teaching styles and personality than disciplines of science. Ideas of good teaching are not very focused on science, which contradicts the type of support they seek and utilize around science content. This presents a challenge to pre- and in-service education and support to question what student success means, what concern for students entails and how to connect caring and concern for students with science.
Terry T Turner
Full Text Available Science is a profession of inquiry. We ask ourselves what is it we see and why our observations happen the way they do. Answering those two question puts us in the company of those early explorers, who from Europe found the New World, and from Asia reached west to encounter Europe. Vasco Núñez de Balboa of Spain was such an explorer. He was the first European to see or "discover" the Pacific Ocean. One can imagine his amazement, his excitement when he first saw from a mountain top that vast ocean previously unknown to his culture. A career in science sends each of us seeking our own "Balboa Moments," those observations or results that surprise or even amaze us, those discoveries that open our eyes to new views of nature and medicine. Scientists aim to do what those early explorers did: discover what has previously been unknown, see what has previously been unseen, and reveal what has previously been hidden. Science requires the scientist to discover the facts from among many fictions and to separate the important facts from the trivial so that knowledge can be properly developed. It is only with knowledge that old dogmas can be challenged and corrected. Careers in science produce specific sets of knowledge. When pooled with other knowledge sets they eventually contribute to wisdom and it is wisdom, we hope, that will improve the human condition.
Mae C. Jemison
The fifth annual International Science Camp The Earth We Share 1998 (TEWS'98) was held at the Colorado School of Mines located in Goldez Colorado. TEWS98 was a four week residential program which focused on providing a meaningful science education experience while developing critical thinking skills. Thirty three students, three teachers, four college interns and the camp administrator lived and worked together while developing solutions to several worldwide problems. These problems are called the Discovery Topics and they are: (1) design the worlds perfect house; (2) how many people can the world hold; and (3) predict the hot stocks for the year 2030. The participants, both students and staff came from different countries all over the world The following countries were represented: The United Kingdom, Sierra Leone (West Africa), Ireland, USA Nigeria, West Indies and Barbados.
Ing, Marsha; Aschbacher, Pamela R; Tsai, Sherry M
This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for males (58% in engineering, 39% in science). After controlling for student and school demographic characteristics, females were as consistent as male...
Pries-Heje, Lene; Pries-Heje, Jan; Dalgaard, Bente
is required. In this paper we present the design of such a new approach, the Scrum Code Camp, which can be used to assess agile team capability in a transparent and consistent way. A design science research approach is used to analyze properties of two instances of the Scrum Code Camp where seven agile teams...
Bethany A. Myers, MSLIS, AHIP
Full Text Available Objective: The purpose of this study was to describe early career health sciences information professionals’ self-reported attainment of the Medical Library Association (MLA Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. Methods: A SurveyMonkey survey was designed to ascertain participants’demographic information and their competency attainment. ‘‘Early career’’ health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, ‘‘I have demonstrated this competency.’’ Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. Results: One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the ‘‘Health Sciences Information Services’’ competency, and the lowest level of confidence in having attained the ‘‘Research, Analysis, and Interpretation’’ competency. Conclusions: These results contribute to the ongoing discussions
This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...
Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.
This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of science learning activation (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938 sixth and eighth grade middle-school students from 11 schools in two purposefully selected diverse areas (Western Pennsylvania & the Bay Area of California) was used for the analyses presented in this paper. These schools were chosen to represent socio-economic and ethnic diversity. Findings indicate that, overall, youth who are activated towards science learning are more likely to have affinity towards STEM careers, certainty about their future career goals, and have identified a specific STEM career goal. However, different dimensions of science learning activation are more strongly correlated with different aspects career preference across different STEM career foci (e.g. science, engineering, technology, health, etc.). Gender, age, minority status, and home resources also have explanatory power. While many results are consistent with prior research, there are also novel results that offer important fodder for future research. Critically, our strategy of measuring affinity towards the specific disciplines that make up STEM, measuring STEM and health career goals separately, and looking at career affinity and career goals separately, offers interesting results and underscores the value of disentangling the conceptual melting pot of what has previously been known as 'career interest.' Study findings also have implications for design of science learning opportunities for youth.
Tullos, Kimberly C.
The purpose of this life story narrative study was to explore how women scientists develop views of self that enable them to negotiate careers within academic science. I framed the study using feminist standpoint theory as my theoretical foundation, and used possible selves theory as my conceptual framework. Eight women scientists working in academe described their journey regarding their views of self and career-related experiences. The study produced two key findings. First, seven themes emerged from my data analysis; these themes suggest that these women shared significant experiences in their quest to become scientists. Second, my feminist analysis of the participants' narratives indicates that distinct, but submerged gender-related tensions shaped their views of themselves as scientists and their science career decisions. These tensions include career choice and advancement constrained by family obligations, work environments that do not recognize or undervalue their skills and contributions to the profession, and perceived pressure to de-feminize their behavior to blend in to their work environment. Not unlike other women negotiating careers in academic science, they generally accepted their status as women to be an inherent part of their career pursuits and viewed workplace challenges as an opportunity to prove their competency. Seven of the eight women did not attribute their challenges to gender differences. However, the combined narratives revealed underlying conflicts between their views of self as women and as scientists resulting from their experiences in, and perceptions of, academic science environments. The study's principal theoretical contribution, from the feminist standpoint perspective, highlights the pervasive and unseen influence of gender dynamics. In this study, the participants developed views of themselves, not as scientists, but as "educators who work in science." This critical distinction enabled these participants, perhaps unknowingly
Price, Kelly Rae
Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and
Long, David E.
In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for…
Science Camp for Chemistry Concepts was the project which designed to provide local students with opportunities to apply chemistry concepts and thereby developing their 21st century skills. The three study purposes were 1) to construct and develop chemistry stations for encouraging students' understandings in chemistry concepts based on constructivist-informed laboratory, 2) to compare students' understandings in chemistry concepts before and after using chemistry learning stations, and 3) to study students' satisfactions of using their 21st century skills in science camp activities. The research samples were 67 students who attended the 1-day science camp. They were levels 10 to 11 students in SumsaoPittayakarn School, UdonThani Province, Thailand. Four constructivist-informed laboratory stations of chemistry concepts were designed for each group. Each station consisted of a chemistry scenario, a question, answers in tier 1 and supporting reasons in tier 2, and 4 sets of experimental instruments. Four to five-member subgroups of four student groups parallel participated in laboratory station for an hour in each station. Student activities in each station concluded of individual pretest, group prediction, experimental design, testing out and collection data, interpreting the results, group conclusion, and individual post-test. Data collection was done by station mentors using two-tier multiple choice questions, students' written work and interviews. Data triangulation was used for interpreting and confirming students' understandings of chemistry concepts which divided into five levels, Sound Understanding (SU), Partial Understanding (PU), Specific Misconception (SM), No Understanding (NU) and No Response (NR), before and after collaborating at each station. The study results found the following: 1) four constructivist-laboratory stations were successfully designed and used to investigate student' understandings in chemistry concepts via collaborative workshop of
Kaye, Karen; Turner, John F.; Emigh, James
The CSI academies employed a multi-layered, collaborative approach to encourage diverse students to consider STEM careers, including science teaching. The academies recruited a diverse group of high school students. This was due, in large part, to the creation of a unique selection process that identified students with unrealized potential. The…
Stone, S.; Parker, M. S.; Howe, B.; Lazowska, E.
Rapid advances in technology are transforming nearly every field from "data-poor" to "data-rich." The ability to extract knowledge from this abundance of data is the cornerstone of 21st century discovery. At the University of Washington eScience Institute, our mission is to engage researchers across disciplines in developing and applying advanced computational methods and tools to real world problems in data-intensive discovery. Our research team consists of individuals with diverse backgrounds in domain sciences such as astronomy, oceanography and geology, with complementary expertise in advanced statistical and computational techniques such as data management, visualization, and machine learning. Two key elements are necessary to foster careers in data science: individuals with cross-disciplinary training in both method and domain sciences, and career paths emphasizing alternative metrics for advancement. We see persistent and deep-rooted challenges for the career paths of people whose skills, activities and work patterns don't fit neatly into the traditional roles and success metrics of academia. To address these challenges the eScience Institute has developed training programs and established new career opportunities for data-intensive research in academia. Our graduate students and post-docs have mentors in both a methodology and an application field. They also participate in coursework and tutorials to advance technical skill and foster community. Professional Data Scientist positions were created to support research independence while encouraging the development and adoption of domain-specific tools and techniques. The eScience Institute also supports the appointment of faculty who are innovators in developing and applying data science methodologies to advance their field of discovery. Our ultimate goal is to create a supportive environment for data science in academia and to establish global recognition for data-intensive discovery across all fields.
Allen A. Espinosa; Sheryl Lyn C. Monterola; Amelia E. Punzalan
The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students’ integrated science process skills. Specifically, it sought to find out if students exposed to COPT have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-b...
Koch, Melissa; Gorges, Torie
Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and…
Leshin, Laurie A.
Alexander G. Hayes Jr. received the 2012 Ronald Greeley Early Career Award in Planetary Science at the 2012 AGU Fall Meeting, held 3-7 December in San Francisco, Calif. The award recognizes significant early-career contributions to planetary science.
Koch, Melissa; Gorges, Torie
Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.
On 12 November, more than 240 girls aged 9-14 descended upon the Geneva University science building for the second Geneva edition of Expand Your Horizons. This initiative, started in the United States in 1974, aims to inspire young girls to consider scientific careers by giving them a chance to do fun, hands-on experiments in all sorts of technical and scientific fields. Some of the girls got to build their own cloud chamber to “see the invisible” cosmic rays. (Photo credit: Doris Chromek-Burckhart.) The philosophy of Expand Your Horizons is to set an example: all workshops and career booths are staffed by women scientists, so that the girls can really identify with the scientists and feel that they could be them. For the 2011 Geneva event, the participants, recruited from nearby public and private schools both in France and Switzerland, could choose from 11 different workshops, including building a solar car, programming a robot, discovering the underlying ch...
Jonah, S.A.; Osaisai, F.E.
In order to realize Nigeria's aspiration to harness nuclear science and technology for socio-economic development of the society, the federal government of Nigeria charged the Nigeria Atomic Energy Commission (NAEC) with the responsibility of promotion and development of peaceful uses of nuclear energy in all its ramifications. In realization of this laudable objective, two University-based nuclear research centres at Ile-Ife (i.e. Centre for Energy Research and Development, CERD, Obafemi Awolowo University, Ile-Ife) and Zaria (i.e. Centre for Energy Research and Training, CERT, Ahmadu Bello University, Zaria) under the supervision of NAEC are already running R and D programmes in nuclear science and technology for over three decades. A third centre, also under the supervision of the Commission in Abuja namely the Nuclear Technology Centre (NTC) located within the Sheda Science and Technology Complex (SHESTCO) was established in 1991 and operates a Gamma Irradiation Faci lity (GIF). Furthermore, NAEC has instituted a number of programmes including a road map aimed at the introduction of nuclear option into the energy mix of the country with projected targets of 1000MWe and 4000MWe by 2017 and 2027 respectively. However, with the number of nuclear scientists, engineers and technicians required to run a 1000MWe power plant put at 1000, there is the need to grow human capital for the industry in Nigeria. In this presentation, exciting opportunities in nuclear science for young graduates are enumerated. The importance of nuclear science and technology education vis-a-vis national economy and security for improved living standard is discussed. Specific workforce issues and sample career choices in medical science, the environment and energy applications are highlighted. Progress made so far by NAEC in the area of human resources development and capacity building is presented.
Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement.
Moreland, Amy Laphelia
The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and ideally retained over time. In investigating the qualities of these teachers, I also constructed a new teaching trajectory model and tested the differences between mid-career and veteran science teachers. I analyzed seventy-eight surveys of mid-career science teachers across Texas, including six in-depth, interview-based case studies. The qualitative piece used behavior-over-time graphing combined with the interviews and the quantitative component used survey data from the Teacher Empowerment Survey (TES). Results indicated that science content knowledge gain through professional development opportunities was an especially important factor in supporting mid-career teachers' sense of empowerment. This increased content knowledge connected positively with the dimensions of decision-making, status, and impact. In a between-group analysis using a larger subset of TES data, I analyzed 254 surveys by conducting a nonparametric statistical test. A statistically significant difference was found between the two groups, in that mid-career science teachers had a lower sense of "status" than their more experienced counterparts (p empowerment. The study was situated within a broader scope of exploring how educational leaders and professional development providers can understand and support science teachers of varying experience levels. A well-designed and possibly differentiated professional development program could successfully connect with these kind of empowered and receptive mid-career science teachers, and thus increase the probability of implementing quality science education programs, content, and pedagogy into schools. The
Winarno, N.; Widodo, A.; Rusdiana, D.; Rochintaniawati, D.; Afifah, R. M. A.
This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.
Texter, P. Cardie
The National Aeronautics and Space Administration funded project, Aeronautics and Aviation Science: Careers and Opportunities has been in operation since July, 1995. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area. In its first and second years, a video series on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-9 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were: East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3. In consideration of Goals 2000, the National Science Foundation
Didi-Mari du Toit
Research purpose: The objective of the study was to explore the relationship between individuals’ archetypal values (measured by the Pearson–Marr Archetype Indicator and career orientations (measured by the Career Orientations Inventory. The study also assessed the differences between race, gender, marital status, employment status and age groups regarding the archetypal values and career orientations of the individuals. Motivation for study: Career counsellors and industrial psychologists are increasingly required to explore new career guidance frameworks that are relevant and appropriate to the evolving nature of careers. Research design, approach and method: A quantitative survey was conducted. A non-probability sample of 207 voluntary participants employed within the science and engineering sector was obtained. Main findings: Correlational analyses revealed that the participants’ archetypal values related significantly to their career orientations. The various biographical groups differed significantly regarding their archetypal values and career orientations. Practical/managerial implications: The findings highlight the importance of understanding the deep-seated archetypal values that seem to explain the individuals’ career choices and decisions, and how these values differ regarding these choices and decisions. Contribution/value-add: The explanatory utility of the results may prove useful to enhance the individuals’ self-insight in their career choices and experiences. This study represents original research that contributes new knowledge to the field of career psychology and career counselling practices.
The purpose of this study was to examine the potential of a High School Health Science Career Academy to support African American students' science career trajectories. I used three key theoretical tools---critical science agency (Basu, 2007; Calabrese Barton & Tan, 2008), power (Nespor, 1994), and cultural production (Carlone, 2004; Eisenhart & Finkel, 1998) to highlight the intersections between the career trajectory implied by the Academy (its curriculum, classroom activities, and clinical experiences) and the students' pursued career trajectories. Data was collected over five months and included individual student interviews, group interviews, parent and administrator interviews, field notes from a culminating medical course and clinical internship, and Academy recruitment documents. The results of this study suggest that participants pursued a health science career for altruistic purposes and the Academy was a resource they drew upon to do so. However, the meanings of science and science person implied by the Academy hindered the possibility for many participants' to advance their science career trajectories. While the Academy promised to expose students to a variety of high-status health care roles, they were funneled into feminine, entry-level positions. This study adds to previous underrepresentation literature by contextualizing how identity-related factors influence African American students' career attainment.
Funded by National Aeronautic and Space Administration's High Performance Computing and Communications/ Learning Technologies Project (HPCC/LTP) Cooperative Agreement, Aeronautics and aviation Science: Careers and Opportunities was operative from July 1995 through July 1998. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area: Dorchester, Malden, East Boston and Randolph. In its first and second years, a video series with a participatory website on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-12 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In year three, the project team redesigned the website, edited 14 videos to a five part thematic unit, and developed a teacher's guide to the video and web materials supplement for MAC and PC platforms, aligned with national standards. In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development
Zimmerman, Andrea McNeely
The number of biomedical PhD scientists being trained and graduated far exceeds the number of academic faculty positions and academic research jobs. If this trend is compelling biomedical PhD scientists to increasingly seek career paths outside of academia, then more should be known about their intentions, desires, training experiences, and career path navigation. Therefore, the purpose of this study was to understand the process through which biomedical PhD scientists are trained and supported for navigating future career paths. In addition, the study sought to determine whether career development support efforts and opportunities should be redesigned to account for the proportion of PhD scientists following non-academic career pathways. Guided by the social cognitive career theory (SCCT) framework this study sought to answer the following central research question: How does a southeastern tier 1 research university train and support its biomedical PhD scientists for navigating their career paths? Key findings are: Many factors influence PhD scientists' career sector preference and job search process, but the most influential were relationships with faculty, particularly the mentor advisor; Planned activities are a significant aspect of the training process and provide skills for career success; and Planned activities provided skills necessary for a career, but influential factors directed the career path navigated. Implications for practice and future research are discussed.
Hartmann, Hella; Reymann, Jürgen; Ansari, Nariman; Utz, Nadine; Fried, Hans‐Ulrich; Kukat, Christian; Peychl, Jan; Liebig, Christian; Terjung, Stefan; Laketa, Vibor; Sporbert, Anje; Weidtkamp‐Peters, Stefanie; Schauss, Astrid; Zuschratter, Werner; Avilov, Sergiy
ABSTRACT Core Facilities (CF) for advanced light microscopy (ALM) have become indispensable support units for research in the life sciences. Their organizational structure and technical characteristics are quite diverse, although the tasks they pursue and the services they offer are similar. Therefore, throughout Europe, scientists from ALM‐CFs are forming networks to promote interactions and discuss best practice models. Here, we present recommendations for ALM‐CF operations elaborated by the workgroups of the German network of ALM‐CFs, German Bio‐Imaging (GerBI). We address technical aspects of CF planning and instrument maintainance, give advice on the organization and management of an ALM‐CF, propose a scheme for the training of CF users, and provide an overview of current resources for image processing and analysis. Further, we elaborate on the new challenges and opportunities for professional development and careers created by CFs. While some information specifically refers to the German academic system, most of the content of this article is of general interest for CFs in the life sciences. Microsc. Res. Tech. 79:463–479, 2016. © 2016 THE AUTHORS MICROSCOPY RESEARCH AND TECHNIQUE PUBLISHED BY WILEY PERIODICALS, INC. PMID:27040755
Katherine A. Johnson
Full Text Available The Science Career Continuum at the Chicago Botanic Garden is a model program for successfully encouraging youth from diverse backgrounds into STEM careers. This program has shown that when students are given an opportunity to participate in real scientific research under the mentorship of a caring professional over multiple years, they are more likely to go to college and pursue STEM careers than their peers.
Ijames, Erika Denise
Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of
Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working…
Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula
School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems.
Lee, Sang Eun
This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement…
Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.
This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of "science learning activation" (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938…
This report documents the preparation and distribution of materials designed to aid students is assessing their interests in and prospects for a career in the mathematical sciences. Activities included the preparation of two books, two videos, a world wide web home page, and a workshop meeting on ``Math in Careers`` held at the University of California at Berkeley in January, 1995.
Research on inequality or stratification in science and engineering tends to concentrate on black/white or male/female difference; very few studies have discussions of both race and gender. Consequently, very little is known about the exact course that women of color take in science-based education and employment or about the course that steers them out of science-based careers. Questions abound: What are the environmental factors that affect the choices in education and science-based careers of women of color? What has influenced women of color who currently are in science-based careers? Is critical mass important and, if so, what are the keys to increasing it? What recommendations can be made to colleges and universities, faculty members, employers, the federal government, women of color themselves, and to improve the conditions and numbers of women of color in science-based careers? These questions prompted the National Research Council`s Committee on Women in Science and Engineering (CWSE) to convene a conference on Diversity in Science: Perspectives on the Retention of Minority Women in Science, Engineering, and Health-Care Professions, held on October 21--23, 1995. Confronting the problem of the lack of knowledge about the journey of women of color in science-based education and career, the conference offered opportunities for these women to describe the paths that they have taken and to identify strategies for success. Their perspectives ground this report. For purposes of this document, women of color include women in the following racial or ethnic groups: Hispanics, African-Americans, Asian and Pacific Islanders, and American Indians and Alaskan Natives. Science-based careers include those in the physical sciences and mathematics, life sciences, social sciences, and engineering.
Antink-Meyer, Allison; Brown, Ryan A.
Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined the extent to which they viewed that history as a factor in their teaching. Four, second-career science teachers with professional backgrounds in engineering, environmental, industrial, and research and development careers participated. Through the examination of participants' methodological and contextual histories in science and engineering, little evidence of conflict with teaching was found. They generally exemplified the agency and motivation of a second-career teacher-scientist that has been found elsewhere [Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393-415; Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75]. The methodological and pedagogical perspectives of participants are explored and a discussion of the implications of findings for science teacher education are presented.
Fowler, Melisa Diane Creasy
There is a gap in existence between the number of males and females entering science careers. Research has begun to focus largely on how identity impacts the selection of such careers. While much research has been done to examine the factors that impact student identity, little work has been done to examine what happens to female students who have been successful in science in a rural K-12 school once they leave high school and enter the world of academia. Thus, this study examined the following questions: (1) How do three recent female high school graduates from rural K-12 high schools narrate their identity? (2) How do the females narrate their experiences in a rural community and high school in relation to their science identity? (3) What do the participants describe as influencing their academic and career choices as they transition into the life of a college student? This study involved three female participants from a small rural community in a southeastern state. Each female has lived their entire life in the community and has attended only one K-12 school. All three females ranked in the top ten of their senior class and excelled in their science coursework. Additionally, each female elected to attend college locally and to live at home. The study utilized the qualitative methodology of interpretive biography. The researcher used a guided interview protocol with participants which served as the basis for the creation of their narrative biographies. The biographies were then analyzed for emergent themes. Sociocultural theory, identity theory, and critical feminism provided the theoretical frameworks utilized in data analysis. Findings from this study suggested that there were many differing factors influencing the science identity and career choices of the females under study. However, the most salient factor impacting their choices was their desire to remain in their hometown. Directions for future research suggestions involve exploring female students who
Fawcett-Adams, Victoria Joan
Science, technology, engineering and math (STEM) education is an issue of great concern for the country with implications for sustaining a skilled workforce in science-based professions. This empirical study explored adults' science career choice and explored the environmental influences that motivated, influenced and shaped these choices. This qualitative study used the analytical lens of narrative inquiry storytelling and thick description. Participants lived in medium-sized rural towns and a small city, and they were adults who had been in science careers for a minimum of ten years in the fields of health care, education and agriculture. Interviews were semi-structured with open-ended questions and were recorded and transcribed verbatim. Observations took place at the workplace site. The interview transcripts were reviewed with each participant in person for authenticity and additional specific questions were designed to further explore their responses, meaning and provide accurate interpretations of the data. Themes and subthemes emerged from coding the data and suggested four dominant themes: people, identity, beliefs and attitudes, and feelings. Findings showed that people such as parents, grandparents, siblings and teachers were most influential in forming identity as well as shaping beliefs and attitudes, and feelings in science career choice. Participants did not remember educational experiences as influential; however, they did remember some teachers and advisors as influential, especially during college. The researcher recommends that parents and other adults build relationships with students specifically to discuss career opportunities. Parents and teachers should increase their knowledge and awareness of science careers. This knowledge can then contribute to a more informed conversation when discussing career objectives with students. Industry should partner with K-16 education to help develop a scientific workforce and participate in further career
Hart, Quyen N.
We present a successful model for organizing a small University-sponsored summer camp that integrates astronomy and physics content with other science disciplines and computer programming content. The aim of our science and technology camp is to engage middle school students in a wide array of critical thinking tasks and hands-on activities centered on science and technology. Additionally, our program seeks to increase and maintain STEM interest among children, particularly in under-represented populations (e.g., Hispanic, African-American, women, and lower socioeconomic individuals) with hopes of decreasing disparities in diversity across many STEM fields.During this four-day camp, organized and facilitated by faculty volunteers, activities rotated through many STEM modules, including optics, telescopes, circuit building, computer hardware, and programming. Specifically, we scaffold camp activities to build upon similar ideas and content if possible. Using knowledge and skills gained through the AAS Astronomy Ambassadors program, we were able to integrate several astronomy activities into the camp, leading students through engaging activities, and conduct educational research. We present best practices on piloting a similar program in a university environment, our efforts to connect the learning outcomes common across all the modules, specifically in astronomy and physics, outline future camp activities, and the survey results on the impact of camp activities on attitudes toward science, technology, and science careers.
Caroline Susan Weiler, PhD
A total of 447 dissertation abstracts were received for the DIALOG V Program, with 146 individuals applying for the DIALOG V Symposium; 47 were invited and 45 have accepted. This represents a significant increase compared to the DIALOG IV Program in which 221 abstracts were registered and 124 applied for the symposium. The importance of the dissertation registration service is indicated by the increasing number of individuals who take time to register their dissertation even when they are not interested in applying to the symposium. The number of visits to the webpage has also increased significantly over the years. This also reflects graduate interest in being part of the on-line Dissertation Registry and receiving the weekly electronic DIALOG Newsletter. See http://aslo.org/phd.html for details. The DIALOG symposium reaches approximately 40 new PI's at a pivotal point in their research careers. Based on their comments, the symposium changes the way participants think, communicate, and approach their research. The science community and the general population will benefit from the perspectives these new PI's bring back to their home institutions and share with their students and colleagues. This group should act as a catalyst to move the entire field in exciting new, interdisciplinary directions. To reach more graduates, plans are underway to establish the symposium on an annual basis. By facilitating the development of close collegial ties, symposium participants come away with a network of colleagues from around the globe with interests in aquatic science research and education. Past participants are collaborating on research proposals, and all have noted that participation has enabled them to develop a more interdisciplinary view of their field, influencing the way they interpret, communicate, and approacli their research. The dissertation registry provides a unique introduction to the work of this most recent generation of aquatic scientists. Each
Bruno, B. C.; Wren, J. L.; Ayau, J. F.
Ocean TECH (Technology Expands Career Horizons) is a new initiative funded by NSF/GeoEd to stimulate interest in ocean, earth and environmental science careers - and the college majors that lead to such careers - among Hawaii's underrepresented students in grades 6-14. The Ocean TECH project features hands-on ocean science and technology and interactions with career professionals. Ocean TECH builds upon Ocean FEST (Families Exploring Science Together), a previous NSF/OEDG project aimed at teaching fun hands-on science in culturally and locally relevant ways to Hawaii's elementary school students and their families. Ocean FEST was rigorously evaluated (including cognitive pre-testing developed in partnership with external evaluators) and shown to be successful both in teaching science content and changing attitudes toward ocean, earth and environmental science careers. Over the course of the four-year grant, Ocean FEST reached 20,99 students and adults, including 636 classroom teachers and other volunteers who assisted with program delivery, most of whom were from underrepresented groups. For more info on Ocean FEST: http://oceanfest.soest.hawaii.edu/ Ocean TECH events have various formats, but common themes include: (1) Using technology as a hook to engage students in ocean, earth and environmental science. (2) Bringing middle school through community college students to college campuses, where they engage in hands-on science activities and learn about college majors. (3) Drawing direct links between the students' hands-on science activities and the research currently occurring at the UH Manoa's School of Ocean and Earth Science and Technology (SOEST), such as C-MORE and HOT research. (4) Respecting and valuing students' local knowledge and experiences. (5) Explicitly showing, through concrete examples, how becoming an ocean, earth or environmental scientist addresses would beneit Hawaii (6) Having graduate students from diverse backgrounds serve as instructors and
By Nancy Parrish, Staff Writer; photos by Richard Frederickson, Staff Photographer Approximately 50 college students, professors, and high school teachers from Frederick County Public Schools gathered at Hood College for the second annual National Interagency Confederation for Biological Research (NICBR) Exploring Careers in a Scientific Environment Symposium (NECSES). The Feb. 13 event highlighted the wide range of scientific research as well as the educational and career opportunities available through NICBR partner organizations.
Full Text Available Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or "alternative careers." There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.
Sauermann, Henry; Roach, Michael
Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or "alternative careers." There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.
Skells, Kristin Marie
Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.
Support will make scholarships available to minority and women students interested in engineering and science and will increase : significantly the number of minority and female students that Missouri S&T can recruit to its science and engineering pr...
Lee, Sang Eun
This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between
Melanie I Stefan
Full Text Available The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014 show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.
Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael
The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.
Morales, Marie Paz E.; Avilla, Ruel A.; Espinosa, Allen A.
The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study.…
Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin
The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents' home environments (parents' view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for…
Kachchaf, Rachel; Ko, Lily; Hodari, Apriel; Ong, Maria
The National Science Foundation recently recognized that career-life balance in science, technology, engineering, and mathematics (STEM) may present some unique challenges for women of color compared with their White and/or male counterparts, thus negatively impacting retention and advancement for a minority demographic that has long been…
Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula
School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were…
Wang, Hui-Hui; Billington, Barbara L.
This article addresses economically disadvantaged minority girls' knowledge and perceptions of science and engineering and the influence of their experiences with science, technology, engineering, and mathematics (STEM) on their choices for future careers. We interviewed three girls who participated in a 4-H-led gender-inclusive STEM program. Our…
Young, Deidra J.; Fraser, Barry J.; Woolnough, Brian E.
Reports on a study done at Oxford University on why young people chose to pursue a career in the physical sciences and engineering. Characteristics of schools that appeared to influence students to pursue a study of science were also investigated. Currently, England, Australia, Canada, China, Japan, and Portugal have contributed information to…
Rodrigues, Susan; Jindal-Snape, Divya; Snape, Jonathan B.
This study adds to a body of research reporting on pupils' choices and outcomes in relation to science. The article reports on 536 Scottish pupils' perceptions regarding reported intention to choose careers in science, with further analysis in terms of family, friends, gender and ethnicity. The pupils, aged 14-15, from 5 schools in one Scottish…
Baynham, Patricia J.
Most biology students have limited exposure to research since this is not a public activity and the pace of science does not lend itself to television dramatization. In contrast, medicine is the subject of numerous TV shows, and students’ experience visiting doctors may lead them to think they want to become physicians. One effective way to encourage these students to consider a research career is to invite engaging scientists to speak about their career paths and lives during class. S...
Fassinger, Ruth E.; Scantlebury, Kathryn; Richmond, Geraldine
This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers.
Quinton, Jessica Elizabeth
Career interests develop over a lifetime and tend to solidify during late adolescence and early adulthood (Lent, Brown, and Hackett, 2002). The primary purpose of the present qualitative study, which is framed in Feminist Standpoint Theory (Haraway, 1988; Harding, 2007; Naples, 2007; Richardson, 2007), is to understand how eighth-grade, young women in a suburban, public, southern, middle school the South Carolina County School District (CCSD) (pseudonym) perceive their accessibility to Science, Technology, Engineering, and Mathematics (STEM) courses and careers. The secondary purpose is to understand these young women's "perceptions and unconscious beliefs about gender in science and mathematics" and how their "perceptions and unconscious beliefs about gender" in the STEM fields may impact the careers that these young women may choose in the future (American Association of University Women, 2010, 9). Within the present study, the perceptions of young women who identified as "Interested in Science," "Somewhat Interested in Science" and "Uninterested in Science" were identified. STEM courses and careers are a major emphasis in education today. Increasing the numbers of Americans who pursue STEM careers is a government priority, as these careers will strengthen the economy (AAUW 2010). The present study reveals how young women who are highly motivated, talented students perceive STEM courses and careers and how they are influenced by their experiences, gendered messages, and knowledge of STEM careers. To analyze the data, four of Saldana's (2010) dramaturgical codes were utilized including: 1. OBJectives, or motives; 2. CONflicts the participants faced; 3. TACtics to dealing with obstacles; and 4. ATTitudes toward the setting, others, and the conflict. The InVivo Codes allowed the participants stories to emerge through the set of dramaturgical codes that allowed for viewing the girls' experience sin different ways that added depth to their stories. The young women in
Anderson, J. [Fermilab; Asaadi, J. [Syracuse U.; Carls, B. [Fermilab; Cotta, R. [UC, Irvine; Guenette, R. [Yale U.; Kiburg, B. [Fermilab; Kobach, A. [Northwestern U.; Lippincott, H. [Fermilab; Littlejohn, B. [Cincinnati U.; Love, J. [Argonne; Penning, B. [Fermilab; Santos, M. Soares [Fermilab; Strauss, T. [firstname.lastname@example.org; Szelc, A. [Yale U.; Worcester, E. [Brookhaven; Yu, F. [Fermilab
From April to July 2013 the Snowmass Young Physicists (SYP) administered an online survey collecting the opinions and concerns of the High Energy Physics (HEP) community. The aim of this survey is to provide input into the long term planning meeting known as the Community Summer Study (CSS), or Snowmass on the Mississippi. In total, 1112 respondents took part in the survey including 74 people who had received their training within HEP and have since left for non-academic jobs. This paper presents a summary of the survey results including demographic, career outlook, planned experiments and non-academic career path information collected.
Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.
Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.
Poster Staff The first National Interagency Confederation for Biological Research (NICBR) Exploring Careers in a Scientific Environment Symposium was held on Feb. 18 at the Advanced Technology Research Facility. The event drew more than 70 Frederick County public school teachers, who learned about the wide range of biomedical research being conducted by scientists in the NICBR
Wedler, Henry B.; Boyes, Lee; Davis, Rebecca L.; Flynn, Dan; Franz, Annaliese; Hamann, Christian S.; Harrison, Jason G.; Lodewyk, Michael W.; Milinkevich, Kristin A.; Shaw, Jared T.; Tantillo, Dean J.; Wang, Selina C.
Curricula for three chemistry camp experiences for blind and visually impaired (BVI) individuals that incorporated single- and multiday activities and experiments accessible to BVI students are described. Feedback on the camps from students, mentors, and instructors indicates that these events allowed BVI students, who in many cases have been…
Lung, Florin; Potvin, Geoff; Sonnert, Gerhard; Sadler, Philip M.
Using data collected from a nationally-representative sample of first-year college students, we examine how students' identity development as physics persons and their likelihood to pursue a career in physical science is predicted by differing immigrant experiences. We consider broad factors having a social, economic, or cultural nature as covariates in a propensity score model that assesses differences due to immigrant generation. Our results show that, when controlling for such factors as race/ethnicity, socio-economic status, and gender, students' physics identities and the likelihood of choosing a career in physical science are significantly higher amongst first generation students than second generation (or later) students. We conclude that physical science as a career option can be influenced by the experiences of being an immigrant and through the relationship between origin and host culture.
Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science m...
Hayes, Alexander G.
I am deeply honored to be the inaugural recipient of the Ronald Greeley Early Career Award. Ron was an icon in the field of planetary science, and the establishment of this award is a fitting way to pay tribute to his legacy. I applaud Laurie Leshin, Bill McKinnon, and the rest of the AGU Planetary Science section officers and selection committee for taking the time to organize this memorial. Ron is remembered not only for his fundamental scientific contributions but also for his mentorship and support of early-career scientists, both his own students and postdocs and those of his colleagues.
Eaton, Judy; Long, Jennifer; Morris, David
We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…
Cliburn, Dan; Weisheit, Tracey; Griffith, Jason; Jones, Matt; Rackley, Hunter; Richey, Eric; Stormer, Kevin
Computer Science and related majors have seen a decrease in enrollment across the country in recent years. While there are several theories behind why this may be the case, as educators in many areas of computing and information technology, this is a trend we should attempt to reverse. While it is true that many children are "computer literate",…
Diab, Paula N; Flack, Penny S; Mabuza, Langalibalele H; Reid, Stephen J Y
There is evidence in the literature that rural background significantly encourages eventual rural practice. Given the shortage of healthcare providers in rural areas, we need to explore ways of ensuring throughput and success of rural-origin students in health sciences. It is therefore important to understand who these students are, what motivates them and the factors involved in the formation of their career choices. The aim of this study is to understand the aspirations of undergraduate health science students of rural origin with regard to their future career plans. The objectives of the study include to explore and identify the key issues facing rural-origin students with regard to their future career plans. Individual interviews were conducted with 15 health science students from two South African universities. Transcriptions were analyzed with the aid of Nvivo v8 (www.qsrinternational.com). The findings suggest health science students of rural origin studying at universities in the South African context face specific challenges related to the nature of the contrast between rural and urban life, in addition to the more generic adaptations that confront all students on entering tertiary education. In order to support rural students in their studies, academic, financial, emotional and social stressors need to be addressed. Universities should strengthen existing support structures as well as aid the development of further support that may be required.Key words: career plan, health science, rural background, South Africa.
May 16, 2010 ... Women in Science, Indian Academy of Sciences, Bengaluru ... Vijayaragavan on the topic “The making of a flowering stem: ... To encourage faculty to carry out high end research in their tyopic of research and submit projects.
Indian journals like Current Science, Indian Journal of Medical Research provide ... Dept. of Science & Technology provides scholarships to Women Scientists and ... An article published in "The Guardian" on 10 best unsung female scientists.
Lebofsky, Larry A.; McCarthy, Donald W.; Wright, Joe; Wright, Rita; Mace, Mikayla; Floyd, Charmayne
The University of Arizona (UA) conducted its first teenage Girl Scout Destinations Astronomy Camp. This program was preceded by 24 Leadership Workshops for Adult Girl Scout Leaders, initially supported by EPO funding from NIRCam for JWST. For five days in late June, 24 girls (ages 13-17 years) attended from 16 states. The Camp was led by UA astronomers and long-term educators. Representing Girl Scouts of the USA (GSUSA) were a husband/wife amateur astronomer team who are SOFIA Airborne Astronomy and NASA Solar System Ambassadors. Other leaders included a Stanford undergraduate engineering student who is a lifelong Girl Scout and Gold Award recipient and a recent UA Master’s degree science journalist. The Camp is a residential, hands-on “immersion” adventure in scientific exploration using telescopes in southern Arizona’s Catalina Mountains near Tucson. Under uniquely dark skies girls become real astronomers, operating telescopes (small and large) and associated technologies, interacting with scientists, obtaining images and quantitative data, investigating their own questions, and most importantly having fun actually doing science and building observing equipment. Girls achieve a basic understanding of celestial objects, how and why they move, and their historical significance, leading to an authentic understanding of science, research, and engineering. Girls can lead these activities back home in their own troops and councils, encouraging others to consider STEM field careers. These programs are supported by a 5-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the UA, GSUSA, Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. The Girl Scout Destinations Astronomy Camp aligns with the GSUSA Journey: It’s Your Planet-Love It! and introduces the girls to some of the activities being
Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.
Kogan, M.; Laursen, S. L.
Retention of geoscientists throughout the professional pipeline is especially challenging in the case of groups that are already underrepresented in science, including racial minorities and women. The Earth Science Women’s Network (ESWN) is a professional network of early-career female geoscientists that provides its members with a variety of career resources, through both informal, online and in-person networking and formal career development workshops. The group’s members are of diverse nationalities and racial/ethnic backgrounds, of various age cohorts and career stages, but primarily graduate students, postdocs, and early-career researchers. With funding from an NSF ADVANCE grant to ESWN, we have conducted a detailed survey of ESWN members as part of an evaluation-with-research study that aims to determine the career needs of young geoscientists. The survey data provide information about members’ personal and professional situations, their professional development needs, and obstacles they face as young women scientists. ESWN members indicated a variety of areas of professional growth that would advance their scientific careers, but at all career stages, members chose expanding their professional networks as among their top career needs. Professional networking has established benefits for retention of people from groups underrepresented in science, including women: it introduces young scientists to career best practices and advancement opportunities, provides access to role models, and creates a sense of community. ESWN members strongly indicate that their professional networks benefited from their involvement with the Network. The community aspect of network-building is especially important for people from underrepresented groups, as they often feel alone due to the lack of role models. The intimate character of the ESWN discussion list greatly contributes to its members’ sense of community. Moreover, personal concerns and professional success are
Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany
Hebbeln, Dierk; Klose, Christina
Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our
Baker, Dale R.
Despite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role-specific self-concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role-specific self-concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role-specific self-concept and a more feminine perception of themselves. Males as a group were found to have a more positive role-specific self-concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level science courses.
Hermanowicz, Joseph C
What can we learn when we follow people over the years and across the course of their professional lives? Joseph C. Hermanowicz asks this question specifically about scientists and answers it here by tracking fifty-five physicists through different stages of their careers at a variety of universities across the country. He explores these scientists' shifting perceptions of their jobs to uncover the meanings they invest in their work, when and where they find satisfaction, how they succeed and fail, and how the rhythms of their work change as they age. His candid interviews with hi
Kenneth D Gibbs
Full Text Available Increasing biomedical workforce diversity remains a persistent challenge. Recent reports have shown that biomedical sciences (BMS graduate students become less interested in faculty careers as training progresses; however, it is unclear whether or how the career preferences of women and underrepresented minority (URM scientists change in manners distinct from their better-represented peers. We report results from a survey of 1500 recent American BMS Ph.D. graduates (including 276 URMs that examined career preferences over the course of their graduate training experiences. On average, scientists from all social backgrounds showed significantly decreased interest in faculty careers at research universities, and significantly increased interest in non-research careers at Ph.D. completion relative to entry. However, group differences emerged in overall levels of interest (at Ph.D. entry and completion, and the magnitude of change in interest in these careers. Multiple logistic regression showed that when controlling for career pathway interest at Ph.D. entry, first-author publication rate, faculty support, research self-efficacy, and graduate training experiences, differences in career pathway interest between social identity groups persisted. All groups were less likely than men from well-represented (WR racial/ethnic backgrounds to report high interest in faculty careers at research-intensive universities (URM men: OR 0.60, 95% CI: 0.36-0.98, p = 0.04; WR women: OR: 0.64, 95% CI: 0.47-0.89, p = 0.008; URM women: OR: 0.46, 95% CI: 0.30-0.71, p<0.001, and URM women were more likely than all other groups to report high interest in non-research careers (OR: 1.93, 95% CI: 1.28-2.90, p = 0.002. The persistence of disparities in the career interests of Ph.D. recipients suggests that a supply-side (or "pipeline" framing of biomedical workforce diversity challenges may limit the effectiveness of efforts to attract and retain the best and most
Byrne, Jake Rowan; O'Sullivan, Katriona; Sullivan, Kevin
This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a "hackathon," to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word…
White, Susan; Cottle, Paul
With one glance at the starting salaries of new bachelor's degree recipients in Fig. 1, a teacher or parent can see the career fields to which their high school students interested in the best economic opportunities might aspire: several engineering fields (chemical, electrical, mechanical), computer science, physics, and mathematics.
Kovarik, Dina N.; Patterson, Davis G.; Cohen, Carolyn; Sanders, Elizabeth A.; Peterson, Karen A.; Porter, Sandra G.; Chowning, Jeanne Ting
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The…
Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell; Oriol, Nancy E.
The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school…
Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.
Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita
Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.
Hollins-Miller, Cornelia B.
This dissertation project will determine what factors are being used to engage students to obtain careers in science. It will explore factors and other theories that contribute to persuading students to think about careers in science after college. The participants of the study included counselors, parents, principals, middle school students and teachers. All of the participants were surveyed. Information from the participants was collected and analyzed according to their responses. The results indicated that there were many contributing factors that the participants thought changed their attitudes about science and engaging in a science career.
Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.
There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n=7505), we test the following five commonly held beliefs regarding what factors might impact females’ physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women’s underrepresentation have a significant positive effect.
Oct 17, 2014 ... The Council of the Indian Academy of Sciences had in January 2003 constituted a committee on "Women in. Science" to look ... (WiS), in January 2005, to study the issues of women scientists and to suggest measures for obtaining suitable solutions. ... Engineering Plants for the Changing Climatic Scenario.
Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…
Strengthening the career development of clinical translational scientist trainees: a consensus statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees.
Meyers, Frederick J; Begg, Melissa D; Fleming, Michael; Merchant, Carol
The challenges for scholars committed to successful careers in clinical and translational science are increasingly well recognized. The Education and Career Development (EdCD) of the national Clinical and Translational Science Award consortium gathered thought leaders to propose sustainable solutions and an agenda for future studies that would strengthen the infrastructure across the spectrum of pre- and postdoctoral, MD and PhD, scholars. Six consensus statements were prepared that include: (1) the requirement for career development of a qualitatively different investigator; (2) the implications of interdisciplinary science for career advancement including institutional promotion and tenure actions that were developed for discipline-specific accomplishments; (3) the need for long-term commitment of institutions to scholars; (4) discipline-specific curricula are still required but curricula designed to promote team work and interdisciplinary training will promote innovation; (5) PhD trainees have many pathways to career satisfaction and success; and (6) a centralized infrastructure to enhance and reward mentoring is required. Several themes cut across all of the recommendations including team science, innovation, and sustained institutional commitment. Implied themes include an effective and diverse job force and the requirement for a well-crafted public policy that supports continued investments in science education. © 2012 Wiley Periodicals, Inc.
Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E
The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. Copyright © 2014 The American Physiological Society.
Sinche, Melanie V
For decades, top scientists in colleges and universities pursued a clear path to success: enroll in a prestigious graduate program, conduct research, publish papers, complete the PhD, pursue postdoctoral work. With perseverance and a bit of luck, a tenure-track professorship awaited at the end. In today s academic job market, this scenario represents the exception. As the number of newly conferred science PhDs keeps rising, the number of tenured professorships remains stubbornly stagnant. Only 14 percent of those with PhDs in science occupy tenure-track positions five years after completing their degree. Next Gen PhD provides a frank and up-to-date assessment of the current career landscape facing science PhDs. Nonfaculty careers once considered Plan B are now preferred by the majority of degree holders, says Melanie Sinche. An upper-level science degree is a prized asset in the eyes of many employers, and a majority of science PhDs build rewarding careers both inside and outside the university. A certified ...
Brown, Elizabeth R; Thoman, Dustin B; Smith, Jessi L; Diekman, Amanda B
To remain competitive in the global economy, the United States (and other countries) is trying to broaden participation in science, technology, engineering, and mathematics (STEM) by graduating an additional 1 million people in STEM fields by 2018. Although communion (working with, helping, and caring for others) is a basic human need, STEM careers are often (mis)perceived as being uncommunal. Across three naturalistic studies we found greater support for the communal affordance hypothesis, that perceiving STEM careers as affording greater communion is associated with greater STEM career interest, than two alternative hypotheses derived from goal congruity theory. Importantly, these findings held regardless of major (Study 1), college enrollment (Study 2), and gender (Studies 1-3). For undergraduate research assistants, mid-semester beliefs that STEM affords communion predicted end of the semester STEM motivation (Study 3). Our data highlight the importance of educational and workplace motivational interventions targeting communal affordances beliefs about STEM.
Kenney, M. A.
Regardless of a graduate student's ultimate career ambitions, it is becoming increasingly important to either develop skills to successfully transition into non-academic careers or to be able to understand the societal benefits of basic and applied research programs. In this talk I will provide my prospective -- from working in academia, the Federal government, and as an independent consultant -- about the training that we need for graduate students to navigate the jungle gym of career opportunities available (or not available) after they graduate. In particular, I will speak to the need for science policy training, in which scientific and coordination skills are put to use to help support societal decisions. I will assert that, to effectively train graduate students, it is necessary to provide experiences in multidisciplinary, policy-relevant scholarship to build marketable skills critical for a student's professional development.
Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.
Marketing strategies for day camps include encouraging camp staff to get involved in organizations involving children, families, and communities; holding camp fairs; offering the use of camp facilities to outside groups; hosting sport leagues and local youth outings; planning community fairs; and otherwise involving the camp in the community. (LP)
computer science), and law, which perhaps have better job potential did occur. But ..... branch out into other areas like management, civil service etc. for greener ... While the present analysis does not provide estimate of women opting for ..... reflected not only in the work that scientists do, but also in their training of students,.
Bartholomew, Rex; Moeed, Azra; Anderson, Dayle
Initial teacher education (ITE) is being challenged internationally to prepare teachers with the understandings needed to teach an increasingly diverse student population. Science teachers need to prepare students with both conceptual and procedural understanding. The challenge is to prioritise a balance in ITE courses between theoretical…
Kondrick, Linda C.
The purpose of this study was to determine which factors encourage the persistence of women in the pursuit of Science, Math, and Engineering (SME) careers. Surveys with 36 parallel pairs of theory and history questions regarding the importance and the aptness of variables identified in the literature were completed by 205 SME career women. The variables covered three educational levels: High School, Undergraduate and Graduate. Results reveal which variables fit the experiences of these women and were also believed by them to be important to women in the pursuit of an SME career goal. False Negatives, women who according to the SME literature should not have persisted but did, were identified. Their existence, together with the false positives identified in the SME literature, is evidence, according to Confirmation/Disconfirmation Theory, that important variables in SME persistence are yet to be discovered. Follow-up telephone interviews with nineteen respondents identified important affective variables. Love of math or science was in itself a powerful motivator. Respondents made suggestions for intervention programs that may help to develop that abiding interest. Mentors, role models, and social support networks were identified as important in building the confidence and sustaining the focus needed to cope with the rigorous curriculum and negative sex-bias encountered in SME programs. The qualitative and quantitative results were synthesized in a Causal Event Flow Network, a cognitive map of the longitudinal effects of both positive and negative push/pull vectors operating on women in pursuit of an SME career goal.
Stephenson Hawk, D.
A career in the field of geophysical fluid dynamics is not an apparent choice for an African American woman from rural North Carolina. It was, however, the choice made. As a first generation college graduate, the catalyst to pursue such a career path was provided by those external to family; however, internally, the pursuit of education was valued, expected and required. It is this, the expectation and requirement, which serves as the foundation for the discussion of the balance of life in terms of family, education, and career. There are no scales in existence on which to measure the balance of life. The selected educational institutions, Spelman College, The George Washington University, and Princeton University; nor career positions, National Aeronautics and Space Administration, AT&T Bell Laboratories, institutions of higher education, consulting opportunities, discuss, promote or encourage such a balance. Defining this balance, however, is a science that can only be advanced and achieved by the individual in relationship and partnership with community. The science and balance of a life is the focus of this discussion.
Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin
The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents' home environments (parents' view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents' values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents' higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents' gender stereotypes.
Scientific and engineering research is increasingly global, and international collaboration can be essential to academic success. Yet even as administrators and policymakers extol the benefits of global science, few recognize the diversity of international research collaborations and their participants, or take gendered inequalities into account. Women in Global Science is the first book to consider systematically the challenges and opportunities that the globalization of scientific work brings to U.S. academics, especially for women faculty. Kathrin Zippel looks to the STEM fields as a case study, where gendered cultures and structures in academia have contributed to an underrepresentation of women. While some have approached underrepresentation as a national concern with a national solution, Zippel highlights how gender relations are reconfigured in global academia. For U.S. women in particular, international collaboration offers opportunities to step outside of exclusionary networks at home. International ...
Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren
Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.
Black, Bruce J.; Haynes, Cynthia; Schrock, Denny; Duerfeldt, Kevin; Litchfield, Ruth
Gardening and nutrition lessons for children can affect knowledge, actions, and behaviors that support more healthful lifestyles. The objective of the study described in this article was to determine the effectiveness of a master gardener--led education program for youth at a week-long summer camp in Iowa. Garden knowledge was assessed via a…
Doyle, Kari M H; Vale, Ronald D
The United States is confronting important challenges at both the early and late stages of science education. At the level of K-12 education, a recent National Research Council report (Successful K-12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K-12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.
Patanella, Daniel Francis
The utility of traditional predictors of both science grades and career goals (SAT and GPA) was compared to psychological predictors such as Piagetian stage (as measured by the Group Assessment of Logical Thinking), sex-role schema (as measured by the Bem Sex-Role Inventory, and self-schema in students enrolled in either psychology classes (n = 123) or biology classes (n = 56). While the overall predictive ability of the model was high (R = .73), the strongest predictors of grade in science class were traditional variables and not psychological ones as predicted. Prediction of career goal, while more modest (R = .19), was best served by the psychological variable of self-schema. Subsequent analyses indicated that Piagetian stage was best conceptualized as a mediating variable and that sex-role schema as measured played almost no role in either grade or career goal, as well as verifying the internal validity of the self-schema measure used. Biology students were more likely to possess a science self-schema than psychology students (chi2 (1,179) = 7.34, p < .01) and outperformed psychology students on the Piagetian questions (t(177) = 3.01, p < .01). Response latency was recorded for all participants' answer to the Piagetian questions; contrary to prediction however, the inclusion of response latency did not add to the predictive ability of the Piagetian measure used.
The importance of science to the economy and for the progression of society is widely acknowledged. Yet, there are concerns that minority ethnic students in the UK are underrepresented, and even excluded, from post-compulsory science education and careers "in" science. Drawing on an exploratory study of 46 semi-structured interviews with…
Watters, James J.; Diezmann, Carmel M.
Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.
Gallardo-Hernández, Georgina; Ortiz-Hernández, Luis; Compeán-Dardón, Sandra; Verde-Flota, Elizabeth; Delgado-Sáncnchez, Guadalupe; Tamez-González, Silivia
Analyze the relationship between gender identity and socioeconomic level associated with career choice among undergraduate students selecting the area of health sciences. Our sample was comprised of first year medical nutrition, dentistry and nursing students (n=637) admitted to the Universidad Autonoma Metropolitana - Xochimilco. A self administered questionnaire was used. The dependent variable was career choice. Independent variables included socioeconomic status, gender norms in student's homes, and gender stereotype internalization. More female nursing students came from low socioeconomic strata, while medical students had a higher socioeconomic status. Among males, more nursing and medical students belonged to a higher socioeconomicstrata. Nutrition and dentistry students belonged to a medium strata. In comparison with males from high socioeconomic strata more male participants reported that household chores were divided among men and women. For women, as the socioeconomic level increased, the participation of men and women also increased. In the indicators of internalization of gender stereotypes, nursing students had the highest rates in the submission scale, but the lowest for masculinity and machismo. As the socioeconomic strata increased, the characteristics of masculinity and machismo also increased. The present results seem to indicate that among women of low socioeconomic strata more traditional gender stereotypes prevail which lead them to seek career choices considered femenine. Among men, there is a clear relationship between career choice, socioeconomic level and internalization of gender stereotypes.
Kovarik, Dina N; Patterson, Davis G; Cohen, Carolyn; Sanders, Elizabeth A; Peterson, Karen A; Porter, Sandra G; Chowning, Jeanne Ting
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre-post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.
Colodner, D.; Buxner, S.; Schwartz, K.; Orchard, A.; Titcomb, A.; King, B.; Baldridge, A.; Thomas-Hilburn, H.; Crown, D. A.
Laurel Clark Earth Camp is designed to inspire teachers and students to study their world through field experiences, remote sensing investigations, and hands on exploration, all of which lend context to scientific inquiry. In three different programs (for middle school students, for high school students, and for teachers) participants are challenged to understand Earth processes from the perspectives of both on-the ground inspection and from examination of satellite images, and use those multiple perspectives to determine best practices on both a societal and individual scale. Earth Camp is a field-based program that takes place both in the “natural” and built environment. Middle School Earth Camp introduces students to a variety of environmental science, engineering, technology, and societal approaches to sustainability. High School Earth Camp explores ecology and water resources from southern Arizona to eastern Utah, including a 5 day rafting trip. In both camps, students compare environmental change observed through repeat photography on the ground to changes observed from space. Students are encouraged to utilize their camp experience in considering their future course of study, career objectives, and lifestyle choices. During Earth Camp for Educators, teachers participate in a series of weekend workshops to explore relevant environmental science practices, including water quality testing, biodiversity surveys, water and light audits, and remote sensing. Teachers engage students, both in school and after school, in scientific investigations with this broad based set of tools. Earth Stories from Space is a website that will assist in developing skills and comfort in analyzing change over time and space using remotely sensed images. Through this three-year NASA funded program, participants will appreciate the importance of scale and perspective in understanding Earth systems and become inspired to make choices that protect the environment.
Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.
The Czech Republic has a dense net of observatories, astronomical clubs and other activities for both adults and children. Can we use it to improve skills of our pupils and their motivation to choose their career in science? Does the situation in the Czech Republic differ from abroad? What can we improve in the future? These questions were not answered satisfactorily so far. We decided to contribute to solve this issue.We present our survey of current state based mainly on electronic sources and personal dealings. Besides of 56 observatories working with public and many interest clubs, there are other possibilities to meet astronomy. For example, Astronomical Olympiad attracts thousands of pupils across the country each year to solve both theoretical and practical tasks in astronomy. In other projects, children can visit Dark-Sky Parks, design experiments for a stratospheric balloon, observe with CCD or radio devices or build their own rockets.We outline our ongoing project to examine the link between popularization activities and pupils’ or high school students’ attitude toward science and science career. We plan to create a typology of both popularization activities and life stories of people dealing with astronomy. From the methodological point of view, the mixed method design, combining both the qualitative and quantitative approach, will be used to solve the research problems. The basic research plan will be a case study. So far the project is based on interviews with various subjects. We choose people with different life stories, all connected with astronomy or astronomy popularization in some period. We focus on important moments in their career, similarities between subjects, and various types of possible motivation to participate in astronomy-related activities or to study science at university.Future results can be used to help interested organizations such as universities, observatories or astronomical societies. They will be able to work more
Redding, Donna A; Riech, Sandy; Prater, Marsha A
A collaborative and unique approach to interest high school students in nursing. To inform educators and nursing departments about an innovative approach to recruit future nurses. Professional literature and authors' experience. All students related positive experiences. The initial camp evaluation produced innovative input from the students, and each camp met its goal of creating career interest in the nursing profession.
Peace Corps, Washington, DC. Information Collection and Exchange Div.
Camp GLOW (Girls Leading Our World) began in Romania in 1995 as a weeklong leadership camp with the purpose of encouraging young women to become active citizens by building their self-esteem and confidence, increasing their self-awareness, and developing their skills in goal-setting, assertiveness, and career and life planning. Since that first…
Antink-Meyer, Allison; Brown, Ryan A.
Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined…
Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred
Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students'…
Florinski, V. A.
Funded by NSF CAREER grant, the University of Alabama (UAH) in Huntsville has launched a new graduate program in Computational Physics. It is universally accepted that today's physics is done on a computer. The program blends the boundary between physics and computer science by teaching student modern, practical techniques of solving difficult physics problems using diverse computational platforms. Currently consisting of two courses first offered in the Fall of 2011, the program will eventually include 5 courses covering methods for fluid dynamics, particle transport via stochastic methods, and hybrid and PIC plasma simulations. The UAH's unique location allows courses to be shaped through discussions with faculty, NASA/MSFC researchers and local R&D business representatives, i.e., potential employers of the program's graduates. Students currently participating in the program have all begun their research careers in space and plasma physics; many are presenting their research at this meeting.
Patricia J. Baynham
Full Text Available Most biology students have limited exposure to research since this is not a public activity and the pace of science does not lend itself to television dramatization. In contrast, medicine is the subject of numerous TV shows, and students’ experience visiting doctors may lead them to think they want to become physicians. One effective way to encourage these students to consider a research career is to invite engaging scientists to speak about their career paths and lives during class. Students are most likely to be influenced by people they consider to be like themselves. While this method is well-suited to a lecture format where the scientist can address a larger audience, the laboratory would also be appropriate.
Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.
Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.
Huntly, N.; Belmont, P.; Flint, C.; Gordillo, L.; Howe, P. D.; Lutz, J. A.; Null, S. E.; Reed, S.; Rosenberg, D. E.; Wang, S. Y.
We describe our experiences creating a graduate program that addresses the need for a next generation of scientists who can produce, communicate, and help implement actionable science. The Climate Adaptation Science (CAS) graduate program, funded by the National Science Foundation Research Traineeship (NRT) program, prepares graduate students for careers at the interfaces of science with policy and management in the field of climate adaptation, which is a major 21st-century challenge for science and society. The program is interdisciplinary, with students and faculty from natural, social, and physical sciences, engineering, and mathematics, and is based around interdisciplinary team research in collaboration with partners from outside of academia who have climate adaptation science needs. The program embeds students in a cycle of creating and implementing actionable science through a two-part internship, with partners from government, non-governmental organizations, and industry, that brackets and informs a year of interdisciplinary team research. The program is communication-rich, with events that foster information exchange and understanding across disciplines and workplaces. We describe the CAS program, our experiences in developing it, the research and internship experiences of students in the program, and initial metrics and feedback on the effectiveness of the program.
McCartney, Kerry Michelle
This study investigates the lives of twelve female science faculty in higher education, in both the Liberal Arts College and the Research University environments. The study focuses on two areas---the gender issue and women's positive experiences in being science faculty. The methods used are qualitative, including interviews and self-esteem, achievement-motivation, and self-descriptive word ranking scales, which were used to determine success and determination to understand the desire to continue in the field of academic science. The central findings of the study focused on the rampant gender and sexual discrimination that was apparent at the Liberal Arts College science department, and the desire to balance a family with a career. The common misperception that a woman cannot be an academic science and have a family appeared to have troubled most of the subjects in the study. It appeared that the support of a spouse and family are two factors that have led to the continuation of the majority of the women to want to remain in academic science. The issue of gender touched on the lack of financial compensation among some of the female science faculty in the study, as well as the need for more institutional and structural support for human relations within the science departments.
For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics…
Weisman, James L; Amass, Sandra F; Warren, Joshua D
To assess whether Boiler Vet Camp, a 7-day residential summer camp for students entering eighth or ninth grade in the fall, would increase participants' understanding of career options in the veterinary profession, increase understanding of the science of veterinary medicine, or increase the number of students stating that they intended to apply to the Purdue University School of Veterinary Medicine. Survey. 48 individuals attending the 2009 Boiler Vet Camp. Information on participant demographics was obtained from camp applications. A questionnaire was administered on the first and sixth days of camp, and results were analyzed to identify changes in responses over time. More campers correctly answered questions designed to evaluate knowledge of the veterinary profession and 10 of 12 questions designed to evaluate specific knowledge of the science of veterinary medicine on day 6, compared with day 1. Remarkable differences were not observed among gender or race-ethnicity groups for these questions. There was no significant difference between percentages of campers who stated that they would apply to Purdue before and after camp. Significantly more Caucasian campers stated they would apply to Purdue on both day 1 and day 6, compared with campers from under-represented minority groups. Results indicated that the Boiler Vet Camp accomplished 2 of its 3 planned objectives, suggesting that such camps can be successfully used to increase knowledge of the veterinary profession among middle school students. Reasons for the low percentage of participants from underrepresented minorities who indicated they would apply to the Purdue University School of Veterinary Medicine require further exploration.
Fadigan, Kathleen A.; Hammrich, Penny L.
The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth.
McKinnon, William B.
The Greeley Early Career Award is named for pioneering planetary scientist Ronald Greeley. Ron was involved in nearly every major planetary mission from the 1970s until his death and was extraordinarily active in service to the planetary science community. Ron's greatest legacies, however, are those he mentored through the decades, and it is young scientists whose work and promise we seek to recognize. This year's Greeley award winner is Jonathan L. Mitchell, an assistant professor at the University of California, Los Angeles (UCLA). Jonathan received his Ph.D. from the University of Chicago, and after a postdoc at the Institute for Advanced Studies in Princeton, he joined the UCLA faculty, where he holds a joint appointment in Earth and space sciences and in atmospheric sciences.
Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard
There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using Propensity Score Matching (PSM) on national data (n=7505) drawn from the Persistence Research in Science and Engineering (PRiSE) project, we test five commonly held beliefs including having a single-sex physics class, having a female physics teacher, having female scientist guest speakers in physics class, discussing the work of women scientists in physics class, and discussing the under-representation of women in physics class. The effect of these experiences is compared for female students who are matched on several factors, including parental education, prior science/math interests, and academic background, thereby controlling for the effect of many confounding variables.
Kjærnsli, Marit; Lie, Svein
This article deals with 15-year-old students' tendencies to consider a future science-related career. Two aspects have been the focus of our investigation. The first is based on the construct called 'future science orientation', an affective construct consisting of four Likert scale items that measure students' consideration of being involved in future education and careers in science-related areas. Due to the well-known evidence for Likert scales providing culturally biased estimates, the aim has been to go beyond the comparison of simple country averages. In a series of regression and correlation analyses, we have investigated how well the variance of this construct in each of the participating countries can be accounted for by other Programme for International Student Assessment (PISA) student data. The second aspect is based on a question about students' future jobs. By separating science-related jobs into what we have called 'soft' and 'hard' science-related types of jobs, we have calculated and compared country percentages within each category. In particular, gender differences are discussed, and interesting international patterns have been identified. The results in this article have been reported not only for individual countries, but also for groups of countries. These cluster analyses of countries are based on item-by-item patterns of (residual values of) national average values for the combination of cognitive and affective items. The emerging cluster structure of countries has turned out to contribute to the literature of similarities and differences between countries and the factors behind the country clustering both in science education and more generally.
Hren, Stephen Frank
The purpose of this study was to determine how perceived gender roles developed throughout childhood and early adulthood impacted the career decisions of women in science-related career fields. An additional purpose was to determine if my experiences as I analyzed the data and the propositions discovered in the study would become a transformative agent for me. A multicase framework was utilized so that within and between case analyses could be achieved. Four women who showed early promise in science were chosen as the case study participants. The relationship of gender roles to the career decisions made by the four cases were arbitrated through three areas: (a) supports, which came from parents, immediate family members, spouses, teachers, mentors, and collaborators; (b) opportunities, which were separated into family experiences and opportunities, school and community opportunities, and postsecondary/current opportunities; and (c) postmodern feminism, which was the lens that grounded this study and fit well with the lives of the cases. As seen through a postmodern feminist lens, the cases' social class, their lived experiences tied to their opportunities and supports, and the culture of growing up in a small rural community helped them develop personas for the professions they chose even where those professions did not necessarily follow from the early promise shown for a science-related career. In addition, as related to my transformation as a male researcher, being a male conducting research in a realm most often shared by women, I was able to gain greater empathy and understanding of what it takes for women to be successful in a career and at the same time maintain a fruitful family life.
Crowley, S.; Warburton, J.
PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.
Habig, Bobby; Gupta, Preeti; Levine, Brian; Adams, Jennifer
While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth perceive a STEM trajectory as an unattractive option. In the USA, women and members of historically marginalized racial and ethnic groups continue to be underrepresented across STEM disciplines. One vehicle for generating and sustaining interest in STEM is providing youth long-term access to informal science education (ISE) institutions. Here, we incorporate triangulation methods, collecting and synthesizing both qualitative and quantitative data, to examine how participation in a longitudinal ISE out-of-school time (OST) program facilitated by the American Museum of Natural History (AMNH) impacted the STEM trajectories of 66 alumni. Findings revealed that 83.2% of alumni engaged in a STEM major, and 63.1% in a STEM career, the majority whom were females and/or members of historically underrepresented racial and ethnic groups. Based on interviews with a purposeful sample of 21 AMNH alumni, we identified four program design principles that contributed to persistence in STEM: (1) affording multiple opportunities to become practitioners of science; (2) providing exposure to and repeated experiences with STEM professionals such as scientists, educators, and graduate students to build social networks; (3) furnishing opportunities for participants to develop shared science identities with like-minded individuals; and (4) offering exposure to and preparation for a variety of STEM majors and STEM careers so that youth can engage in discovering possible selves. These findings support our central thesis that long-term engagement in ISE OST programs fosters persistence in STEM.
Stocks, K. I.; Duerr, R.; Wyborn, L. A.; Yarmey, L.
Data Scientists do not have a single career trajectory or preparatory pathway. Successful data scientists have come from domain sciences, computer science, library science, and other diverse fields. They have worked up from entry-level staff positions, have started as academics with doctoral degrees, and have established themselves as management professionals. They have positions in government, industry, academia, and NGO's, and their responsibilities range from highly specialized, to generalists, to high-level leadership. This presents a potentially confusing landscape for students interested in the field: how to decide among the varied options to have the best chance at fulfilling employment? What are the mistakes to avoid? Many established data scientist, both old-timers and early career professionals, expressed interest in presenting in this session but were unable to justify using their one AGU abstract for something other than their funded projects. As the session chairs we interviewed them, plus our extended network of colleagues, to ask for their best advice on what was most critical to their success in their current position, what pitfalls to avoid, what ongoing challenges they see, and what advice they would give themselves, if they could do it all over again starting now. Here we consolidate those interviews with our own perspectives to present some of the common themes and standout advice.
Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science more fully through an ever-evolving array of stories. A doctoral degree can confer distinct advantages in the eyes of prospective editors and employers. Here I describe those advantages, possible career directions, and steps toward making such a transition. © 2015 Irion. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Williams, John; Eames, Chris; Hume, Anne; Lockley, John
Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on
Robert H. Tai
Full Text Available An individual’s motivational orientation serves as a drive to action and can influence their career success. This study examines how goal orientation toward the pursuit of a graduate degree in physics and chemistry influences later success outcomes of practicing physicists and chemists. Two main categories of goal orientation are examined in this paper: performance orientation or motivation to demonstrate one’s ability or performance to others, and learning orientation or motivation through the desire to learn about a topic. The data were obtained as part of Project Crossover, a mixed-methods study which focused on studying the transition from graduate student to scientist in the physical sciences and included a survey of members of two national professional physical science organizations. Using regression analysis on data from 2353 physicists and chemists, results indicate that physicists and chemists who reported a learning orientation as their motivation for going to graduate school were more productive, in terms of total career primary and/or first-author publications and grant funding, than those reporting a performance orientation. Furthermore, given equal salary, learning-oriented individuals produced more primary and/or first-author publications than their nonlearning oriented counterparts.
Cornejo, Jorge Norberto;
Full Text Available Communication and dissemination of science are an integral part of science itself, where the reading, in addition, must be a constitutive aspect of scientific training. Especially, reading works of scientific divulgation can become an excellent tool for the integral formation of students in scientific or technological careers. This research is a preliminary diagnosis on the reading habits of 158 students of the Faculty of Engineering of the University of Buenos Aires, conducted by a written survey. From the results, we conclude that students are not whitout reading habits, but that they have little interaction with his training as a professionals. The printed book is still the main vehicle for reading, well above the electronic formats. A problem arises with the issue of scientific divulgation, as students manifest ignore to the very nature of this genre. Future work is proposed for the development of intervention strategies that take into account the results of this research.
LaDue, D. S.
The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives
Doyle, Kari M. H.; Vale, Ronald D.
The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education. PMID:24174464
Knickmeier, K.; Kruse, K.
The Kiel Science Factory (Kieler Forschungswerkstatt) is a school and teaching laboratory, which breaches the gap between school education and university research. Since opening in October 2012, 3.430 pupils worked at the Kiel Science Factory, and joined the different programs (ocean:lab, nano:lab, geo:lab), the numbers of visitors are increasing. The combination of experts in research and experts in education is very effective to attract young peoplés interest for a scientific career, to communicate science and to increase interest of teachers in current science. The biggest lab is the ocean:lab, it is jointly offered by Kiel University, Cluster of Excellence "Future Ocean" and Leibniz Institute for Science and Mathematics Education at Kiel University (IPN). The ocean:lab is addressing to school classes from grade 3 to 13, and it is strongly involved in pre-service teacher education. Appropriate to their respective level of study, pupils and students get fascinating insights into marine sciences and the working methods of real scientists. Furthermore teacher trainings and summer schools are producing an enthusiasm, which affects as well teachers as their students. The visiting pupils are mainly from Northern Germany, but also from e.g. Austria, Poland and Japan. Topics are the ocean as an ecosystem and how it is affected by anthropogenic impacts. The program offers an integrated investigation of the ecosystem "ocean" (from Plankton to marine mammals) with an interdisciplinary focus on biological aspects and abiotic factors of the habitat. In addition to pollution of the ocean through plastic waste and noise, the effects of climate change and eutrophication plays a role in discussions and tasks. New formats (e.g. an international Citizen Science Project and Expeditionary Learning) are carried out. The developed material is part of expedition boxes, which can be borrowed for project work in schools and science centers. http://www.forschungs-werkstatt.de/
Despeaux, J. Michael; Knotts, H. Gibbs; Schiff, Jennifer S.
Given the growing emphasis on career preparation in higher education, career centers play important roles on today's college campuses. The literature has focused on the reasons students use career services, but it has not addressed the vital linkage between career centers and academic departments. Using a survey of 279 political science…
Hanson, Sandra L.
This research examines the effects of gender and a number of family experiences on young people's chances of going into postsecondary science training and science occupations in the years immediately following high school. Data came from the nationally representative, longitudinal High School and Beyond survey. Results show that gender plays a significant role in choices involving early science training and occupations - especially training. Amongst young men and women with comparable resources and qualifications, young women are less likely to make the science choice. The family experiences and expectations examined here are not a major factor in understanding gender differences in access to science training and occupations. Although much of the literature describes the domains of science and of family as being at odds, results from this research suggest that family experiences play a rather minimal role in predicting who will enter science training or occupations in the early post-high school years. When family variables do have an effect, they are not always negative and the nature of the effect varies by the time in the life cycle that the family variable is measured, by type of family experience (orientation vs. procreation), by outcome (science major vs. science occupation), and by gender.
Hankin, E. R.; Williams, B. M.; Asher, P. M.; Furukawa, H.; Holm Adamec, B.; Lee, M.; Cooper, P.
The American Geophysical Union (AGU) is home to more than 60,000 scientists from 139 countries. Included in this membership are approximately 20,000 (34%) student and early career members. Many well-established programs within AGU provide a dynamic forum for Earth and Space scientists to advance research, collaborate across disciplines, and communicate the importance and impact of science to society regardless of career stage—programs such as AGU publications, scientific meetings and conferences, honors and recognition, and other educational and scientific forums. Additionally, many AGU program initiatives focusing specifically on supporting student and early career scientists and the global talent pool pipeline ones are actively underway. These include both new and long-standing programs. This presentation will describe (1) the overall demographics and needs in Earth and Space sciences, and (2) AGU's coordinated series of programs designed to help attract, retain and support student and early career scientists—with an emphasis on new programmatic activities and initiatives targeting improved diversity. Included in this presentation are a description of the AGU BrightSTaRS Program, the AGU Berkner Program for international students, a newly established AGU Student & Early Career Conference, the AGU Virtual Poster Showcase initiative, the AGU Meeting Mentor program, and GeoLEAD—an umbrella program being jointly built by a coalition of societies to help address Earth and space sciences talent pool needs.
Full Text Available Introduction: Increasing numbers of medical sciences graduates is counted to be one of the problems in the society, so that there is concerning about their majors and future careers among them. This study was performed with the aim of determining environmental health students' attitude toward their majors and future careers, which was carried out in Yazd University of Medical Sciences in 2015. Method: This analytical, descriptive study was performed in 2015. The samples were Environmental Health students of Yazd University of Medical Sciences. The sample size was 102. Data were collected using a questionnaire containing 20 questions and analyzed by SPSS software version 21, multiple linear regression test, one-sample t-test and Chi-Square test. Results: The mean and standard deviation of environmental students' attitude toward their majors and future careers were 3.16 and 0.66, respectively. Attitude scores more than 3 were considered positive and less than 3 were negative. The mean scores of attitude was significantly higher than 3 (P=0.012. In this study, there was a significant relationship between students’ attitude and location status (P=0.003. Conclusion: According to the obtained results, the students of environment health had a good perspective towards their future careers and majors of study. A proper distribution of human resources, providing financial support of employment, establishing counselling and supporting centers among students for future career is recommended to improve their attitudes.
Interest in a science and technology career, and determinants of such interest, were investigated. In Study 1, self-efficacy for work activities and interest in a science and technology career were assessed. Participants were undergraduate students (n = 264; 132 men, 132 women) and graduates (n = 276; 146 men, 130 women). Graduates were more interested in a science and technology career than undergraduate students, and men were more interested in a technology career than women. Moreover, self-efficacy for realistic and investigative activities was positively related with interest in such a career. In Study 2, relationships between self-efficacy for realistic and investigative activities and childhood experiences were investigated using data from undergraduates (n = 262; 132 men, 130 women) and graduates (n = 274; 141 men, 133 women). Individuals who frequently experienced daily activities, activities in nature, and activities with animals and plants in their childhood had higher self-efficacy for realistic and investigative activities. Moreover, graduates had such past experiences more frequently than undergraduates and males more frequently than females.
Sagendorf, Kenneth S.
The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.
Diekman, Amanda B; Brown, Elizabeth R; Johnston, Amanda M; Clark, Emily K
Although women have nearly attained equality with men in several formerly male-dominated fields, they remain underrepresented in the fields of science, technology, engineering, and mathematics (STEM). We argue that one important reason for this discrepancy is that STEM careers are perceived as less likely than careers in other fields to fulfill communal goals (e.g., working with or helping other people). Such perceptions might disproportionately affect women's career decisions, because women tend to endorse communal goals more than men. As predicted, we found that STEM careers, relative to other careers, were perceived to impede communal goals. Moreover, communal-goal endorsement negatively predicted interest in STEM careers, even when controlling for past experience and self-efficacy in science and mathematics. Understanding how communal goals influence people's interest in STEM fields thus provides a new perspective on the issue of women's representation in STEM careers.
Manco Vega, Alejandra
This research aims to understand the different practices and strategies early career researchers and PhD students from the social sciences have in Social Networking Sites (SNSs) for science communication in one particular country: Brazil. Following this purpose, the central research question is which are the motives and rationale of the researchers for using social networking sites for science communication. Two sub-questions arise from this general research question: How do practices and str...
Full Text Available School students lack information about STEM based careers, a subject that is not sufficiently embedded in the national science curriculum. As a result, students feel they receive insufficient advice to support their choice of subjects at GCSE level and beyond. Students struggle to envisage potential career pathways leading on from studying science at school, and especially for younger students it is difficult to convey typical science-based career pictures in a way that is easily accessible to them. To address this need, we developed an interactive team-based activity which uses role play to help students envisage typical work processes within a science-based career—microbial quality control in a pharmaceutical industrial environment. This activity addresses children’s curiosity about science-based careers, by enabling them to experience typical every day work processes in an industrial environment in a hands-on fashion. Additionally, the activity helps to convey abstract concepts, such as the abundance of microbes in the natural environment, microbial contamination and the importance of hygiene, which link to the science curriculum.
Schmid, S.; Bogner, F. X.
Three subscales of the 'Science Motivation Questionnaire II' (SMQII; motivational components: career motivation, self-efficacy and self-determination), with 4 items each, were applied to a sample of 209 secondary school students to monitor the impact of a 3-hour structured inquiry lesson. Four testing points (before, immediately after, 6 and 12 weeks after) were applied. The modified SMQII was factor-analyzed at each testing cycle and the structure confirmed. Only self-determination was shown to be influenced by an inquiry course, while self-efficacy and career motivation did not. Only self-efficacy and career motivation were intercorrelated and also correlated with science subject grades and subsequent achievement. Implications for using the modified SMQII subscales for research and teaching in secondary school are discussed.
Iván Javier Villamar-Alvarado
Full Text Available The Differential and Integral Calculus has great relevance for the professionals of the technical sciences since it provides them with a solid theoretical-conceptual body to process information, to use models that simulate real processes, to solve technical problems, to work in multidisciplinary projects and to communicate with precision. In spite of this relevance, there are numerous international dissatisfactions related to their learning by training engineers. The objective was to unveil the specificities of the teaching-learning process of this discipline that favor a successful appropriation of its content by the future engineers. The result was to unveil the didactic need to resolve the dialectical contradiction that manifests itself between the systematization of the engineering functionality of the aforementioned content and its contextualized interdisciplinary generalization. As a consequence, the need arises to create new didactic proposals that overcome this contradiction, as a way to perfect the teaching-learning process of this discipline in the engineering careers.
This paper describes three important strands in the career of Griffith Edwards that define him as a leader and an innovator. Believing that education and science were critical for the development of addiction as a profession and as a field of inquiry, his approach was multi-faceted: educating all doctors to appreciate the fundamental issues in addiction; training psychiatrists in the complexity of 'dual diagnosis' and specific specialist intervention; and teaching that addiction could be a chronic condition which required care management over the life course. These three inter-related areas are directly related to the need for a range of practitioners to have an understanding of addiction so that patients can be properly managed. The greater our understanding of the nature of addiction behaviour, the more likely the potential to optimize treatment and train practitioners from different professional disciplines. © 2015 Society for the Study of Addiction.
The purpose of this phenomenological study was to provide insight into Liberal Arts and Sciences (LAS) graduates' reflections on their cooperative education (co-op) experiences and resulting career self-efficacy. Wichita State University houses a cooperative education program, the only one of its kind in the state of Kansas. This program…
Pearson, Camilla E.
Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.
engineering camp, in which high school girls explore careers in engineering. It is held at the University of Engineering Concentration on Ergonomics M.S. Program in Computer Science Interdisciplinary Concentration on Energy Doctoral Programs in Engineering Non-Degree Candidate Departments Biomedical Engineering
M Akbari Booreng
Full Text Available Introduction : One of the important factors affecting on students’ educational success is their educational motivation. This study was designed and performed for investigating the role of the future career prospects in students’ educational motivation. Methods : This was a cross sectional analytic study. For this purpose according to Cochrane formula, 285 participants were selected based on the random-cluster method out of all students of Birjand University of Medical Sciences in 2013-2014 academic year. The questionnaires of mental illustration of the future career and educational motivation were used to gather data. The collected data were analyzed through Structural Equation-Finding Method by using PLS software. Results : The findings of the present study showed that the used model had a suitable fitting. All direct and indirect paths were significant and confirmed (p<0.01, but the direct path of mental illustration of the future career to demotivation. The results also revealed that the students of Anesthesiology had less motivation compared to the students of medicine, health and laboratory sciences. Moreover, the students of operating room had more extrinsic motivation than nursing students. The students of operating room had less intrinsic motivation than the students of medicine. Conclusion : With regard to the results of this study and the role of future career prospects in the students’ educational motivation, it seemed that providing a situation for students’ mental illustration of their future career by instructors and university lecturers was necessary.
Stuart, A. L.
Enrollments in science, technology, engineering, and mathematics (STEM) curricula currently lag workforce needs. Participation of women and minorities in STEM careers also remains low despite efforts to improve their representation in these fields. We discuss the development and evaluation of a science museum exhibit aimed at stimulating interest of middle school children (particularly girls) in STEM careers. The exhibit was designed to teach science, while addressing two factors identified as limiting the interest of girls in STEM fields — perceived lack of social relevance and lack of female role models. Further, it was designed to apply best practices in science education, including inquiry-based learning and interdisciplinary content. The exhibit was developed through collaboration between students and faculty researchers at the University of South Florida and science education and evaluation specialists at the Museum of Science and Industry of Tampa. A few stages of formative and summative assessment, including focus group discussions, visitor observation, and surveys were used to evaluate the effectiveness of the exhibit to educational project goals. The installed exhibit is focused on teaching content related to interactions between air pollution, urban design, and human health. The approximately 25 square foot exhibit space involves four different types of components. A three-dimensional model of a city, with underlying dynamic computer simulations, allows visitors to interactively explore relationships between city design, air pollution and exposures. A computer game, with quiz questions requiring user decisions on personal to community behavior, provides visual feedback regarding impacts on air pollution. Traditional panels with graphics and text, including results of current research, display integrative scientific content with open-ended questions to stimulate discussion. Finally, personal profiles highlight the diverse family, work, and social lives
Montgomery County of Maryland — List of all Camps (Register here:https://apm.activecommunities.com/montgomerycounty/Home) to include Aquatics, Basketball, Soccer, Special Interest, General Sports,...
Reminder: registration for the CERN Staff Association Summer Camp is now open for children from 4 to 6 years old. More information on the website: http://nurseryschool.web.cern.ch/. The summer camp is open to all children. The proposed cost is 480.-CHF/week, lunch included. The camp will be open weeks 27, 28, 29 and 30, from 8:30 a.m. to 5:30 p.m. For further questions, you are welcome to contact us by email at Summer.Camp@cern.ch. CERN Staff Association
Holmes, Seth M; Karlin, Jennifer; Stonington, Scott D; Gottheil, Diane L
While several articles on MD-PhD trainees in the basic sciences have been published in the past several years, very little research exists on physician-investigators in the social sciences and humanities. However, the numbers of MD-PhDs training in these fields and the number of programs offering training in these fields are increasing, particularly within the US. In addition, accountability for the public funding for MD-PhD programs requires knowledge about this growing population of trainees and their career trajectories. The aim of this paper is to describe the first cohorts of MD-PhDs in the social sciences and humanities, to characterize their training and career paths, and to better understand their experiences of training and subsequent research and practice. This paper utilizes a multi-pronged recruitment method and novel survey instrument to examine an understudied population of MD-PhD trainees in the social sciences and humanities, many of whom completed both degrees without formal programmatic support. The survey instrument was designed to collect demographic, training and career trajectory data, as well as experiences of and perspectives on training and career. It describes their routes to professional development, characterizes obstacles to and predictors of success, and explores career trends. The average length of time to complete both degrees was 9 years. The vast majority (90%) completed a clinical residency, almost all (98%) were engaged in research, the vast majority (88%) were employed in academic institutions, and several others (9%) held leadership positions in national and international health organizations. Very few (4%) went into private practice. The survey responses supply recommendations for supporting current trainees as well as areas for future research. In general, MD-PhDs in the social sciences and humanities have careers that fit the goals of agencies providing public funding for training physician-investigators: they are involved
The Science Camp Model based on maker movement and tinkering activity for developing concept of electricity in middle school students to meet standard evaluation of ordinary national educational test (O-NET)
The standard evaluation of Thai education relies excessively on the Ordinary National Educational Test, widely known as O-NET. However, a focus on O-Net results can lead to unsatisfactory teaching practices, especially in science subjects. Among the negative consequences, is that schools frequently engage in "cramming" practices in order to elevate their O-NET scores. Higher education, which is committed to generating and applying knowledge by socially engaged scholars, needs to take account of this situation. This research article portrays the collaboration between the faculty of education at Chiang Mai University and an educational service area to develop the model of science camp. The activities designed for the Science Camp Model were based on the Tinkering and Maker Movement. Specifically, the Science Camp Model was designed to enhance the conceptualization of electricity for Middle School Students in order to meet the standard evaluation of the Ordinary National Educational Test. The hands-on activities consisted of 5 modules which were simple electrical circuits, paper circuits, electrical measurement roleplay motor art robots and Force from Motor. The data were collected by 11 items of Electricity Socratic-based Test adapted from cumulative published O-NET tests focused on the concept of electricity concept. The qualitative data were also collected virtually via Flinga.com. The results indicated that students after participating in 5modules of science camp based on the Maker Movement and tinkering activity developed average percentage of test scores from 33.64 to 65.45. Gain score analysis using dependent t-test compared pretest and posttest mean scores. The p value was found to be statistically significant (less than 0.001). The posttest had a considerably higher mean score compared with the pretest. Qualitative data also indicated that students could explain the main concepts of electrical circuits, and the transformation of electrical energy to
Gilliland, C Taylor; Sittampalam, G Sitta; Wang, Philip Y; Ryan, Philip E
Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP). The TSTP is an intensive 2- to 3-day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):13-24, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.
To effectively market a camp, current trends and issues must be considered: specialty programming, the Americans With Disabilities Act, competing recreational programs, changes in the school year, programming for seniors, and accountability. Camps should have a marketing strategy that includes public relations, a marketing plan, a pricing…
Describes the positive mental, physical, and social growth impacts that the camping experience had on the author, and urges camp program evaluation to plan and implement such changes. Sidebar lists steps of effective evaluation: program goals and objectives, goals of evaluation, implementation of evaluation, data analysis, and findings and…
During the last 30 years, women have made tremendous advances in educational attainment especially in post-secondary education. Despite these advances, recent researchers have revealed that women continue to remain underrepresented in attainment of graduate degrees in the sciences. The researcher's purpose in this study was to extend previous research and to develop a model of variables that significantly contribute to persistence in and attainment of a graduate degree and an eventual career in the science, mathematics, or technology professions. Data were collected from the Baccalaureate and Beyond Longitudinal Study (B&B:93/03). Variables in the categories of demographics, academics, finances, values and attitudes toward educational experiences, and future employment were analyzed by t tests and logistic regressions to determine gender differences in graduate degree attainment and career goals by male and female who majored in science, technology and mathematics. Findings supported significant gender differences in expectations for a graduate degree, age at baccalaureate degree attainment, number of science and engineering credits taken, and the value of faculty interactions. Father's education had a significant effect on degree attainment. Women and men had similar expectations at the beginning of their educational career, but women tended to fall short of their degree expectations ten years later. A large proportion of women dropped out of the science pipeline by choosing different occupations after degree completion. Additionally, women earned fewer science and math credits than men. The professions of science and technology are crucial for the nation's economic growth and competitiveness; therefore, additional researchers should focus on retaining both men and women in the STEM professions.
Richards, Gayle Patrice
The present study examines the career trajectories of academic scientists during the period from 1993 to 2001 to explore gender differences in mobility. Data from the National Science Foundation's Survey of Doctorate Recipients are used to examine and compare gender differences in the odds of promotion. The effects of age, marital and family status, duration of time to complete doctorate, academic discipline, cumulative number of publications and time in the survey are considered as explanatory variables. Event history analyses are conducted for all scientists, for scientists in four major academic disciplines and for scientists in various academic ranks. While no overall gender differences were observed in the odds of promotion, several important similarities and differences were evident. Expectedly, publications had a significant and positive relationship with advancement for both women and men. The role of parent influenced promotions quite differently for women and men. Contrary to expectations based on prior research, academic women scientists who were mothers advanced at similar rates as women without children. Consistent with expectations based on traditional roles, married men and men with children generally advanced more quickly than single or childless men, respectively. Two surprising patterns emerged among subgroups of women. Marriage was associated with greater odds of advancement for women engineers and motherhood was associated with greater odds of advancement for among assistant professors. Possible explanations for these findings are presented.
Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia
The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of s...
Quiring, S. M.
This paper describes the education and engagement plan of the NSF CAREER award that I received in 2011 (Role of Soil Moisture in Seasonal to Interannual Climate Variability in the U.S. Great Plains; NSF Award #1056796). A key component of this plan is the development of a Drought Science Learning Community. A learning community is a program of courses and activities, which may include social and academic activities outside the classroom, that form a single program of instruction. Learning communities serve to increase faculty-student and student-student interaction, improve active and collaborative learning, and develop curricular coherence. The goal of a learning community is to encourage integration of learning across courses and to involve students with one of the grand challenges facing society. Students will be recruited from a Freshman Year Seminar (FYS) that I teach every Fall. Students who belong to the learning community will participate in the Water Management and Hydrological Sciences Seminar Series, relevant field trips, and monthly brown bag lunch meetings where students and faculty will discuss their current research projects and recently published scientific articles. Students who participate in learning community activities will benefit from a common intellectual experience that will help them to develop linkages between courses, regular interactions with faculty mentors, and the opportunity to contribute to faculty research. All students will be encouraged to complete an undergraduate thesis as the capstone experience of their participation in the learning community. In addition to describing the organization of the education and engagement plan, I will also discuss expected outcomes, best practices and lessons learned.
Lowes, Leslie L.; Budney, Charles; Mitchell, Karl; Wessen, Alice; JPL Education Office, JPL Team X
Sponsored by NASA's Planetary Science Division, and managed by the Jet Propulsion Laboratory (JPL), the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. PSSS utilizes JPL's emerging concurrent mission design "Team X" as mentors. With this model, participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. Applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, doctoral or graduate students, and faculty teaching such students. An overview of the program will be presented, along with results of a diversity study conducted in fall 2015 to assess the gender and ethnic diversity of participants since 1999. PSSS seeks to have a positive influence on participants' career choice and career progress, and to help feed the employment pipeline for NASA, aerospace, and related academia. Results will also be presented of an online search that located alumni in fall 2015 related to their current occupations (primarily through LinkedIn and university and corporate websites), as well as a 2015 survey of alumni.
Vijil, Veronica G.
An overall increased awareness of the importance of science, technology, engineering, and mathematics (STEM) has prompted attention toward the continued underrepresentation of Hispanic women in this field. The purpose of this collective case study was to explore the support systems, perceived barriers, and prior experiences influencing high school Hispanic girls' decisions to pursue advanced coursework and related careers through a career pathway in science, technology, engineering, and mathematics (STEM) areas. Specifically, participants were interviewed regarding their mathematics and science experiences in elementary and middle schools, as well as perceived supports and barriers to their choices to pursue STEM careers and advanced coursework. Results indicated that the participants linked their elementary and middle school experiences with their teachers rather than specific activities. Accolades such as certificates and good grades for academic achievement contributed to the girls' strong self-efficacy at an early age. The participants possessed self-discipline and self-confidence, using intrinsic motivation to pursue their goals. Support systems included families and a few teachers. Barriers were revealed in different forms including derogatory comments by boys in class, difficult curricula with limited tutors available for higher level courses, and receipt of financial assistance to attend a university of their choice.
Greene, Jessica; Stockard, Jean; Lewis, Priscilla; Richmond, Geraldine
For the field of chemistry to play a leading role in the science and technology sector of the U.S. economy it must recruit and retain the best and brightest talent from all segments of our society. Currently in the United States there is a significant disparity in the recruitment and retention of women relative to their male counterparts,…
Schnoes, Alexandra M.; Caliendo, Anne; Morand, Janice; Dillinger, Teresa; Naffziger-Hirsch, Michelle; Moses, Bruce; Gibeling, Jeffery C.; Yamamoto, Keith R.; Lindstaedt, Bill; McGee, Richard; O'Brien, Theresa C.
The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we…
Rybarczyk, Brian J.; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda
Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional…
Deemer, Eric D.; Thoman, Dustin B.; Chase, Justin P.; Smith, Jessi L.
Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994, 2000) holds that contextual barriers inhibit self-efficacy and goal choice intentions from points both near and far from the active career development situation. The current study examined the influence of one such proximal barrier, stereotype threat, on attainment of these…
Whitfield, Frank Albert
The lack of an adequate supply of human resources in science and engineering has been well documented. Efforts from a number of agencies, such as the National Science Foundation, have been implemented to alleviate this national problem. However, it is unclear what concerted efforts state agencies are taking to increase the number of African American students' scientific literacy, and career choices in science and engineering. The purpose of this study was to select a talent pool of African American students who are academically able to pursue a career in a math-based major. The selection of this talent pool lead to the recommendation of an encouragement process model to be used by the Tennessee Board of Regents (TBR) system to encourage the selectees of this talent pool to enter math-based programs at TBR universities. An integrated literature review was conducted. This review includes perspectives on national, state, and local educational policy decisions which affect educational purposes, institutional governance and secondary-postsecondary linkages. Existing TBR system data were analyzed and tabulated. This tabulated data along with the recommended model will be offered to the TBR system for possible adoption. The results of these data support the methodological notion that there are an appreciable number of potential TBR system African American students academically able to enter math related majors who, however, may be reluctant to choose a career direction in a math-based career field. Implications of this study and suggestions for further research are discussed. On an applied level, the study might suggest to other states ways in which to deal with similar problems.
Karen Louise Kelly
Full Text Available Setting students on a path to success in careers in science is a challenge in poor rural Appalachian public schools. Students face many socioeconomic obstacles. Their teachers are also limited by many factors including inadequate facilities, under-funding, geographical isolation of the schools, and state-testing constraints. Additionally, students and teachers lack the availability of outside science educational opportunities. In an effort to address this situation, 24 academically strong high school junior girls and their teachers from the Carter County School System in rural east Tennessee were invited for a laboratory day at Milligan College, a small liberal arts college in the heart of the county. Science faculty, female science majors, and admissions staff volunteered in service to the project. The event included three laboratory sessions, lunch in the college cafeteria, and campus tours. This successful example, as evidenced by positive evaluations by the invited girls and their teachers, of educational outreach by a local, small liberal arts college to a rural county school system provides a model for establishing a relationship between higher education institutions and these underprivileged schools, with the intention of drawing more of these poor, rural Appalachian students, particularly girls, into a science, technology, engineering, and mathematics (STEM career path.
Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.
We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.
Registration for the CERN SA Summer camp, for children from 4 to 6 years old, is now open. The general conditions are available on the EVE and School website: http://nurseryschool.web.cern.ch For further questions, please contact us by email at Summer.Camp@cern.ch An inscription per week is proposed, for 450.-CHF/week, lunch included. The camp will be open on weeks 27, 28, 29 and 30, from 8:30 am to 5:30 pm. This year the theme will be Vivaldi’s Four Seasons.
The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to
Presents a high school lesson on Hitler's death camps and the widespread policy of brutality and oppression against European Jews. Includes student objectives, instructional procedures, and a chart listing the value of used clothing taken from the Jews. (CFR)
I first show that Kuhn came to have doubts about physics soon after entering college but did not make up his mind to leave the discipline until 1947-1948 when a close association with Harvard's President James B. Conant convinced him of the desirability of an alternative career in the history of science. I go on to maintain that it was realistic for Kuhn to prepare for such a career in essentially autodidactic ways both because he enjoyed Conant's patronage and because he could expect that his credentials in physics would be an asset in this relatively young interdisciplinary specialty. I then suggest that it was through his work as a teacher, researcher, and journeyman gatekeeper in the history of science that Kuhn gradually came to identify with the field. Finally, I argue that his training in physics, his teaching of general-education courses, and his hopes of influencing current philosophy of science helped shape his early practice as a historian of science. By way of epilogue, I briefly consider Kuhn's path from his tenuring at Berkeley in 1958 to the appearance of The Structure of Scientific Revolutions in 1962.
Clarke, Julian; Howarth, Sue; King, Chris; Perry, John; Tas, Maarten; Twidle, John; Warhurst, Adrian; Garrett, Caro
If a programme were to be devised for the early-career development of science teachers, what might such a programme look like? This was the focus of a meeting of science educators interested in developing such a structure, from the start of initial teacher training onwards. The contributions, modified and written up here, include a suggested…
In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...
Wu, Ling Ting; Wang, Wenru; Holroyd, Eleanor; Lopez, Violeta; Liaw, Sok Ying
Globally more registered nurses need to be recruited to meet the needs of aging populations and increased co-morbidity. Nursing recruitment remains challenging when compared to other healthcare programs. Despite healthcare students having similar motivation in joining the healthcare industry, many did not consider nursing as a career choice. This study aims to identify the deterrents to choosing nursing among healthcare undergraduates by examining the differences in the factors influencing healthcare career choices and nursing as a career choice. A cross sectional study was conducted using a 35-parallel items instrument known as Healthcare Career Choice and Nursing Career Choice scale. Six hundred and four (n = 604) first year medical, pharmacy, dentistry and social science students from a university in Singapore completed the survey. Nursing as a career was perceived by healthcare students to be more likely influenced by prior healthcare exposure, the nature of the work, job prospects, and social influences. Lack of autonomous decision making, perceived lower ability to make diagnosis, having to attend to patients' hygiene needs, engendered stigma, and lack of parental support were identified as deterring factors to choosing nursing as a career. An understanding of the deterrents to choosing nursing as career allows policy makers and educational leaders to focus on recruitment strategies. These include providing more exposure to nurses' roles in early school years, helping young people to overcome the fear of providing personal hygiene care, promoting nurses' autonomous nursing practice, addressing gender stigma, and overcoming parental objection.
Heacock, Lucy Vogel
The continuous underrepresentation of women in science, technology, engineering, and math (STEM), referred to as the leaky pipeline, has been examined from multiple perspectives internationally, while the attitudes and perceptions of preadolescent girls regarding STEM remain largely ignored. Employing a constructivist paradigm, this qualitative case study explored the perceptions and attitudes of 40 public elementary school female students across three grade levels regarding science, scientists, and career aspirations. Mixed-methods data collections included three survey instruments combined with semi-structured interviews. Self-efficacy, stereotype threat, and career choice theory provided the framework for the overarching research question: What are the attitudes and perceptions of female preadolescent students at the third, fourth, and fifth grade levels regarding science and scientists, and how might these dispositions affect their early development of STEM career aspirations and interests? The Three-Dimensions of Student Attitude Towards Science (TDSAS) instrument informed the exploration of self-efficacy; the modified Draw-A-Scientist Test (mDAST) and Rubric informed the exploration of stereotype threat; and the STEM-Career Interest Survey (CIS) informed the exploration of career aspirations. Semi-structured interviews were conducted with six participants. Results from this study indicated that the majority of the preadolescent girls thought science was an important topic to study and displayed an attitude of self-confident ability to learn science and be successful in science class. They highly enjoyed scientific experimentation and deeply valued problem solving. While they inferred they did not experience gender bias, the girls did engage in stereotyping scientists. Over half the girls expected to use science in their future careers, while a minority had already determined they wanted to be scientists when they grow up. The study concludes with
Williams, Simon N; Thakore, Bhoomi K; McGee, Richard
Many recent mentoring initiatives have sought to help improve the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions across the biomedical sciences. However, the intractable nature of the problem of underrepresentation suggests that many young scientists may require supplemental career development beyond what many mentors are able to offer. As an adjunct to traditional scientific mentoring, we created a novel academic career "coaching" intervention for PhD students in the biomedical sciences. To determine whether and how academic career coaches can provide effective career-development-related learning experiences for URM PhD students in the biomedical sciences. We focus specifically on vicarious learning experiences, where individuals learn indirectly through the experiences of others. The intervention is being tested as part of a longitudinal randomized control trial (RCT). Here, we describe a nested qualitative study, using a framework approach to analyze data from a total of 48 semi-structured interviews from 24 URM PhD students (2 interviews per participant, 1 at baseline, 1 at 12-month follow-up) (16 female, 8 male; 11 Black, 12 Hispanic, 1 Native-American). We explored the role of the coach as a source of vicarious learning, in relation to the students' goal of being future biomedical science faculty. Coaches were resources through which most students in the study were able to learn vicariously about how to pursue, and succeed within, an academic career. Coaches were particularly useful in instances where students' research mentors are unable to provide such vicarious learning opportunities, for example because the mentor is too busy to have career-related discussions with a student, or because they have, or value, a different type of academic career to the type the student hopes to achieve. Coaching can be an important way to address the lack of structured career development that students receive in their home training
Hammack, Rebekah; Ivey, Toni A.; Utley, Juliana; High, Karen A.
Students' knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week long engineering summer camp affected middle school students'…
Hazari, Zahra; Potvin, Geoff; Tai, Robert H.; Almarode, John
An individual's motivational orientation serves as a drive to action and can influence their career success. This study examines how goal orientation toward the pursuit of a graduate degree in physics and chemistry influences later success outcomes of practicing physicists and chemists. Two main categories of goal orientation are examined in this…
Fritz, M.; Deshpande, B. N.; Bouchard, F.; Högström, E.; Malenfant-Lepage, J.; Morgenstern, A.; Nieuwendam, A.; Oliva, M.; Paquette, M.; Rudy, A. C A; Siewert, M. B.; Sjöberg, Y.; Weege, S.
Accelerating climate change and increased economic and environmental interests in permafrost-affected regions have resulted in an acute need for more directed permafrost research. In June 2014, 88 early career researchers convened to identify future priorities for permafrost research. This
Daugbjerg, Peer; Sillasen, Martin Krabbe
in the overall program. We combine data regarding the teachers’ participation in collaborative elements in the PDP and the teachers’ individual reflections on their relation to these elements in their personal career foregrounds. Three different participation trajectories were found: – Increasingly convergent...
was simulated by means of a broad - crested weir built into the topography of the mesh. There is 0.5 m of freeboard and the width of the weir is 30 m...ER D C/ CH L TR -1 2- 5 Camp Marmal Flood Study Co as ta l a nd H yd ra ul ic s La bo ra to ry Jeremy A. Sharp , Steve H. Scott...Camp Marmal Flood Study Jeremy A. Sharp , Steve H. Scott, Mark R. Jourdan, and Gaurav Savant Coastal and Hydraulics Laboratory U.S. Army Engineer
Waters, Sharon Campbell
A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.
Yawson, Nat Ato; Amankwaa, Aaron Opoku; Tali, Bernice; Shang, Velma Owusua; Batu, Emmanuella Nsenbah; Asiemoah, Kwame; Fuseini, Ahmed Denkeri; Tene, Louis Nana; Angaandi, Leticia; Blewusi, Isaac; Borbi, Makafui; Aduku, Linda Nana Esi; Badu, Pheonah; Abbey, Henrietta; Karikari, Thomas K
The scientific capacity in many African countries is low. Ghana, for example, is estimated to have approximately twenty-three researchers per a million inhabitants. In order to improve interest in science among future professionals, appropriate techniques should be developed and employed to identify barriers and correlates of science education among pre-university students. Young students' attitudes towards science may affect their future career choices. However, these attitudes may change with new experiences. It is, therefore, important to evaluate potential changes in students' attitudes towards science after their exposure to experiences such as science outreach activities. Through this, more effective means of inspiring and mentoring young students to choose science subjects can be developed. This approach would be particularly beneficial in countries such as Ghana, where: (i) documented impacts of outreach activities are lacking; and (ii) effective means to develop scientist-school educational partnerships are needed. We have established an outreach scheme, aimed at helping to improve interaction between scientists and pre-university students (and their teachers). Outreach activities are designed and implemented by undergraduate students and graduate teaching assistants, with support from faculty members and technical staff. Through this, we aim to build a team of trainee scientists and graduates who will become ambassadors of science in their future professional endeavors. Here, we describe an approach for assessing changes in junior high school students' attitudes towards science following classroom neuroscience outreach activities. We show that while students tended to agree more with questions concerning their perceptions about science learning after the delivery of outreach activities, significant improvements were obtained for only two questions, namely "I enjoy science lessons" and "I want to be a scientist in the future." Furthermore, there was a
Bleacher, L. V.; Lakew, B.; Bracken, J.; Brown, T.; Rivera, R.
The NASA Goddard Planetary Science Winter School (PSWS) is a Goddard Space Flight Center-sponsored training program, managed by Goddard's Solar System Exploration Division (SSED), for Goddard-based postdoctoral fellows and early career planetary scientists. Currently in its third year, the PSWS is an experiential training program for scientists interested in participating on future planetary science instrument teams. Inspired by the NASA Planetary Science Summer School, Goddard's PSWS is unique in that participants learn the flight instrument lifecycle by designing a planetary flight instrument under actual consideration by Goddard for proposal and development. They work alongside the instrument Principal Investigator (PI) and engineers in Goddard's Instrument Design Laboratory (IDL; idc.nasa.gov), to develop a science traceability matrix and design the instrument, culminating in a conceptual design and presentation to the PI, the IDL team and Goddard management. By shadowing and working alongside IDL discipline engineers, participants experience firsthand the science and cost constraints, trade-offs, and teamwork that are required for optimal instrument design. Each PSWS is collaboratively designed with representatives from SSED, IDL, and the instrument PI, to ensure value added for all stakeholders. The pilot PSWS was held in early 2015, with a second implementation in early 2016. Feedback from past participants was used to design the 2017 PSWS, which is underway as of the writing of this abstract.
Reviews Equipment: BioLite Camp Stove Game: Burnout Paradise Equipment: 850 Universal interface and Capstone software Equipment: xllogger Book: Science Magic Tricks and Puzzles Equipment: Spinthariscope Equipment: DC Power Supply HY5002 Web Watch
WE RECOMMEND BioLite CampStove Robust and multifaceted stove illuminates physics concepts 850 Universal interface and Capstone software Powerful data-acquisition system offers many options for student experiments and demonstrations xllogger Obtaining results is far from an uphill struggle with this easy-to-use datalogger Science Magic Tricks and Puzzles Small but perfectly formed and inexpensive book packed with 'magic-of-science' demonstrations Spinthariscope Kit for older students to have the memorable experience of 'seeing' radioactivity WORTH A LOOK DC Power Supply HY5002 Solid and effective, but noisy and lacks portability HANDLE WITH CARE Burnout Paradise Car computer game may be quick off the mark, but goes nowhere fast when it comes to lab use WEB WATCH 'Live' tube map and free apps would be a useful addition to school physics, but maths-questions website of no more use than a textbook
Facing the current growing global archipelago of encampments – including concentration, detention, transit, identification, refugee, military and training camps, this article is a geographical reflection on ‘the camp’, as a modern institution and as a spatial bio-political technology. In particular,
Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.
Goodwin, Graham C
A book that takes you through and beyond your doctoral studies. It will be a valuable reference throughout your working life. Drawing on their own extensive experience, the authors pass on invaluable advice by answering such questions as: Do I want to do a doctorate? How should I choose which doctorate and where to study? How do I achieve my doctorate? What career opportunities exist once I’ve completed my doctorate? What is the role of networking, leadership and reputation in building my career? How do I go about mentoring the next generation? What do I do when things don’t go to plan? This practical guide helps you to determine your best answer to all these questions and more. The authors not only discuss how to become a success but also how to keep success going, beginning with the choice to do a doctorate (or not) and what to expect, through how to get the best from student–supervisor interaction, the value of networking, the process of publication, how to choose between a career in academia or indu...
Laboratory Delivering science and technology to protect our nation and promote world stability Science & ; Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied
Mohamed Osama, O; Gallagher, J E
The importance of role models, and their differing influence in early, mid- and late careers, has been identified in the process of professional development of medical doctors. There is a paucity of evidence within dentistry on role models and their attributes. To explore the views of early career dentists on positive and negative role models across key phases of professional development, together with role models' attributes and perceived influence. This is a phenomenological study collecting qualitative data through semi-structured interviews based on a topic guide. Dentists in junior (core training) hospital posts in one academic health science centre were all invited to participate. Interviews were recorded, transcribed verbatim and analysed using framework analysis. Twelve early career stage dentists, 10 of whom were female, reported having role models, mainly positive, in their undergraduate and early career phases. Participants defined role models' attributes in relation to three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role models were described as "prioritising the patient's best interests", "delivering learner-centred teaching and training" and "exhibiting a positive personality", whilst negative role models demonstrated the converse. Early career dentists reported having largely positive dentist role models during- and post-dental school and report their impact on professional values and aspirations, learning outcomes and career choice. The findings suggest that these early career dentists in junior hospital posts have largely experienced and benefitted from positive role models, notably dentists, perceived as playing an important and creative influence promoting professionalism and shaping the career choices of early career stage dentists. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Holloway, T.; Hastings, M. G.; Barnes, R. T.; Fischer, E. V.; Wiedinmyer, C.; Rodriguez, C.; Adams, M. S.; Marin-Spiotta, E.
The Earth Science Women's Network (ESWN) is an international peer-mentoring organization with over 2000 members, dedicated to career development and community for women across the geosciences. Since its formation in 2002, ESWN has supported the growth of a more diverse scientific community through a combination of online and in-person networking activities. Lessons learned related to online networking and community-building will be presented. ESWN serves upper-level undergraduates, graduate students, professionals in a range of environmental fields, scientists working in federal and state governments, post-doctoral researchers, and academic faculty and scientists. Membership includes women working in over 50 countries, although the majority of ESWN members work in the U.S. ESWN increases retention of women in the geosciences by enabling and supporting professional person-to-person connections. This approach has been shown to reduce feelings of isolation among our members and help build professional support systems critical to career success. In early 2013 ESWN transitioned online activities to an advanced social networking platform that supports discussion threads, group formation, and individual messaging. Prior to that, on-line activities operated through a traditional list-serve, hosted by the National Center for Atmospheric Research (NCAR). The new web center, http://eswnonline.org, serves as the primary forum for members to build connections, seek advice, and share resources. For example, members share job announcements, discuss issues of work-life balance, and organize events at professional conferences. ESWN provides a platform for problem-based mentoring, drawing from the wisdom of colleagues across a range of career stages.
Full Text Available A review of several studies of teachers’ career motivation since Bulgarian Renaissance till nowadays is presented in this paper. 203 Bulgarian teachers in public schools were studied by means of a questionnaire created by Slavchov & Stoyanova (2007 measuring career motivational types, according to Moses’ typology (2003. The career motivational type of Authenticity seekers was the most preferred by the studied Bulgarian teachers, followed by Personal developers and Stability seekers. Career builders as a career motivational type was minor career motivator, the least preferred one by Bulgarian teachers. A lot of significant positive correlations existed between teachers’ career motivational types. Some social-demographic factors (such as gender, specialty, work experience, and age differentiated teachers’ career motivators. The type of Autonomy seekers was more preferred career motivator by male teachers than by female teachers in correspondence to the traditional stereotypes for men. Longer teachers’ work experience and teachers’ advance in age were related to more frequency of Stability seekers, but less frequency of Novelty seekers career motivator. Preschool and elementary school teachers preferred more strongly Authenticity seekers as a career motivator than teachers in natural sciences and mathematics. Establishing major career motivators for teachers may be related to opportunities for improvement of performance and work satisfaction.
Bartholomew, Rex; Anderson, Dayle; Moeed, Azra
There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE…
When Steve Jobs jumped on stage at Macworld San Francisco 2006 and announced the new Intel-based Macs, the question wasn't if, but when someone would figure out a hack to get Windows XP running on these new "Mactels." Enter Boot Camp, a new system utility that helps you partition and install Windows XP on your Intel Mac. Boot Camp does all the heavy lifting for you. You won't need to open the Terminal and hack on system files or wave a chicken bone over your iMac to get XP running. This free program makes it easy for anyone to turn their Mac into a dual-boot Windows/OS X machine. Running Bo
Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia
The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.
Mid-Hudson Migrant Education Center, New Paltz, NY.
Written in Spanish, the guide comprises the sixth grade unit of a career education curriculum for migrant students. The unit covers 10 marine science, business, and office occupations: hydrographer, marine biologist, fish hatchery technician, boat builder, commercial diver, clerical worker, actuary, cashier, assistant bank manager, and computer…
Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore
TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…
Pinelli, Thomas E.; Kennedy, John M.; Barclay, Rebecca O.
Results are presented of a survey of aerospace engineering and science students conducted in India, Japan, Russia, the United Kingdom, and the United States. The similarities and differences among aerospace engineering and science students from the five countries are examined in the context of two general aspects of educational experience. First, the extent to which students differ regarding the factors that led to the choice of a career in aerospace, their current levels of satisfaction with that choice, and career-related goals and objectives is considered. Second, the importance of certain communications/information-use skills for professional use is examined, as well as the frequency of use and importance of specific information sources and products to meet students' educational needs. Overall, the students who participated in this research remain relatively happy with the choice of a career in aerospace engineering, despite pessimism in some quarters about the future of the industry. Regardless of national identity, aerospace engineering and science students appear to share a similar vision of the profession in terms of their career goals and aspirations. The data also indicate that aerospace engineering and science students are well aware of the importance of communications/information-use skills to professional success and that competency in these skills will help them to be productive members of their profession. Collectively, all of the students appear to use and value similar information sources and products, although some differences appear by country.
Levesque, Karen; Wun, Jolene; Green, Caitlin
The definition of CTE (career/technical education) used by the National Center for Education Statistics (NCES) includes, at the high school level, family and consumer sciences education, general labor market preparation, and occupational education (Bradby and Hoachlander 1999; Bradby and Hudson 2007). Most researchers focus on occupational…
Cerinsek, Gregor; Hribar, Tina; Glodez, Natasa; Dolinsek, Slavko
This paper is addressing the problem of under-representation of young people in general, and females in particular, in the fields of science, technology, engineering and mathematics (STEM) in Slovenia. It has two main objectives: (1) to identify which priorities male and female STEM students in Slovenia seek in their future careers, and (2) to…
Ministry of Education, Science and Technology. Dutse .... bright chaps for science oriented career, the mediocre opt for career .... preference area and computed into X2 table 4 contains the analysis. ... independent social and future career. 2.
Gottfried, Adele Eskeles; Preston, Kathleen Suzanne Johnson; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.
Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high…
Kinghorn, Brian Edward
Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…
Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng
Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…
Madill, Helen M.; Montgomerie, T. Craig; Armour, Margaret-Ann; Fitzsimmons, George W.; Stewin, Leonard L.; Tovell, Dorothy R.
Although there is considerable anecdotal evidence concerning the success of a large number of programs for women in science in Canada, no well-controlled studies had been conducted. This publication reports on results from an outcome evaluation of the Women in Scholarship, Engineering, Science and Technology (WISEST) Summer Research Program for…
Miller, Leslie; Chang, Ching-I; Hoyt, Daniel
CSI: The Experience, a traveling museum exhibit and a companion web adventure, was created through a grant from the National Science Foundation as a potential model for informal learning. The website was designed to enrich and complement the exhibit by modeling the forensic process. Substantive science, real-world lab techniques, and higher-level…
Ji, Jiao; Anderson, David; Wu, Xinchun
Conceptualized by the self-determination theory, this interpretive study examined 23 museum educators' perspectives from five Chinese science museums to understand their work motivation in relation to their professional practice of working in museums. Research outcomes showed that, Chinese science museum educators' work motivation followed a…
Conti, Annamaria; Visentin, Fabiana
We examine differences in the careers of men and women Ph.D.s from two major European universities. Having performed regression analysis, we find that women are more likely than men to be employed in public administration when the alternatives are either academia or industry. Between the latter two alternatives, women are more likely to be employed in academia. These gender differences persist after accounting for Ph.D.s' and their supervisors' characteristics. Gender gaps are smaller for Ph.D.s with large research outputs and for those who conducted applied research. Restricting the analysis to Ph.D.s who pursued postdoc training, women are less likely than men to be employed in highly ranked universities, even after controlling for their research outputs. Finally, we find gender differences in Ph.D.s' appointment to professorship, which are explained by the Ph.D.s' publication output and the quality of their postdoc training.
Recipients of bachelor's degrees in physics have identified lab skills, team work, and research skills as abilities necessary for success in their jobs. However, they also report having received less than adequate preparation in these areas during their college careers. We report on the redesign of a junior physics-major modern physics laboratory course into an inquiry-based, research-like laboratory course. The overall strategy was such as to require the students to approach the experiments in a research-like fashion. In addition, experiments which explore materials properties which can't be looked up in textbooks, e.g. Hall Effect, have been added to further emphasize a research-like approach to the investigations. Laboratory reporting requirements were written to closely reproduce current practices in scientific journals. Assessment of the redesign was performed through surveys of current and graduated students and through comparison of laboratory reports.
Scott, Bari [SoundVision Productions, Berkeley, CA (United States)
SoundVision held a post-workshop teleconference for our 2011 graduates (as we have done for all participants) to consolidate what they'd learned during the workshop. To maximize the Science Literacy Project's impact after it ends, we strengthened and reinforced our alumni's vibrant networking infrastructure so they can continue to connect and support each other, and updated our archive system to ensure all of our science and science journalism resources and presentations will be easy to access and use over time.
Sahin, Alpaslan; Gulacar, Ozcan; Stuessy, Carol
Social cognitive theory guided the design of a survey to investigate high school students' perceptions of factors affecting their career contemplations and beliefs regarding the influence of their participation in the international Science Olympiad on their subject interests and twenty-first century skills. In addition, gender differences in students' choice of competition category were studied. Mixed methods analysis of survey returns from 172 Olympiad participants from 31 countries showed that students' career aspirations were affected most by their teachers, personal interests, and parents, respectively. Students also indicated that they believed that their participation in the Olympiad reinforced their plan to choose a science, technology, engineering, and mathematics (STEM) major at college and assisted them in developing and improving their twenty-first century skills. Furthermore, female students' responses indicated that their project choices were less likely to be in the engineering category and more likely to be in the environment or energy categories. Findings are discussed in the light of increasing the awareness of the role and importance of Science Olympiads in STEM career choice and finding ways to attract more female students into engineering careers.
Reminder Registration for the CERN Staff Association Day-camp are open for children from 4 to 6 years old More information on the website: http://nurseryschool.web.cern.ch/. The day-camp is open to all children. An inscription per week is proposed, cost 480.-CHF/week, lunch included The camp will be open weeks 27, 28, 29 and 30, from 8:30 am to 5:30 pm. For further questions, thanks you for contacting us by email at Summer.Camp@cern.ch.
Guise, Jeanne-Marie; Winter, Susan; Fiore, Stephen M; Regensteiner, Judith G; Nagel, Joan
Research organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science. We qualitatively analyzed the National Institutes of Health's Building Interdisciplinary Research Careers in Women's Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training. Seven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science. This application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.
Turner, Carol-Witkowski CW
Even now, women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) careers. The literature shows that one significant approach to address this issue is to work with middle school girls, ages eleven to thirteen, to get them interested and excited about STEM career paths. In addition to appropriate in-school support a review of many different middle school programs indicates that such programs exist in certain service areas but are still missing in others, especially the rural areas. To address this situation, a one-day STEM workshop called "Full STEAHM Ahead!" was implemented spring 2012 in Elmira, New York, to address the career exploration "turning point" for rural middle school girls. The implementation involved pre-workshop, workshop, and post-workshop phases. The success and effectiveness of the workshop was demonstrated by survey comments and verbal feedback from both the girls and educators who attended.
Borgerding, Lisa A.
A shortage of highly qualified math and science teachers pervades the U.S. public school system. Clearly, recruitment of talented STEM educators is critical. Previous literature offers many suggestions for how STEM teacher recruitment programs and participant selection should occur. This study investigates how early STEM majors who are not already…
During the month of July, the Staff Association’s Children’s Day-Care Centre and School EVEE held a summer camp for 4- to 6-year-olds. 24 children altogether joined in on the adventures. On the summer camp, the children got to “travel” to a different continent of the world every week. Day after day, they would pass through make-believe Customs upon arrival and get their passports stamped by a “customs officer”. For the first week, we went on a trip to Africa. In the spirit of the theme, the children got to do plenty of crafts and coloring, make their own little bindles and play various games. They even had the chance to visit the Museum of Ethnography in Geneva (MEG), learn to play the balafon and make musical instruments with Sterrenlab. For the second week, we set off to discover the Americas, exploring both the South and the North. Alongside different workshops (singing, dancing, storytelling, crafts), the children could enjoy several special ac...
The purpose of the study was to examine what scientists studying to become teachers know about the nature of science (NOS) before, during and after a course focused on NOS. The 16 scientists had an average of 9.7 years of work experience. The course was structured to teach knowledge about the aspects of NOS, demonstrate effective methods of…
Kameny, Rebecca R.; DeRosier, Melissa E.; Taylor, Lorraine C.; McMillen, Janey Sturtz; Knowles, Meagan M.; Pifer, Kimberly
The United States falls short in the diversity of its scientific workforce. While the underrepresentation of minority researchers in the behavioral sciences has been a concern for several decades, policy and training initiatives have been only marginally successful in increasing their number. Diversity plays a critical role in our nation's…
Koyunlu Unlu, Zeynep; Dokme, Ilbilge; Unlu, Veli
Problem Statement: Science, technology, engineering, and mathematics (STEM) education has recently become a remarkable research topic, especially in developed countries as a result of the skilled workforce required in the fields of the STEM. Considering that professional tendencies are revealed at early ages, determining students' interest in STEM…
This study argues that skilled human mobility and specifically that for occupations linked to innovation, such as for science and technology, has undergone a rapid and continuing internationalization. This change has theoretical implications and requires a greater merging of theories in diverse
Women remain disproportionately underrepresented in certain science, technology, engineering, and math (STEM) majors and occupations. Stereotypes of scientists may be contributing factors in this phenomenon. However, this relationship has not yet been empirically examined. This is partly because of the dearth of literature addressing the…
Apr 5, 2008 ... under-representation of women in science, particularly at the senior levels of .... service. A few women leaders are there at the top and it is found that .... Pay allowances for engaging help for child/ geriatric care to be availed by.
Courville, Z.; Carbaugh, S.; Defrancis, G.; Donegan, R.; Brown, C.; Perovich, D. K.; Richter-Menge, J.
Climate Comics is a collaborative outreach effort between the Montshire Museum of Science, in Norwich, VT, the Cold Regions Research and Engineering Laboratory (CRREL) research staff, and freelance artist and recent graduate of the Center for Cartoon Studies in White River Junction, VT, Sam Carbaugh. The project involves the cartoonist, the education staff from the museum, and researchers from CRREL creating a series of comic books with polar science and research themes, including sea ice monitoring, sea ice albedo, ice cores, extreme microbial activity, and stories and the process of fieldwork. The aim of the comic series is to provide meaningful science information in a comic-format that is both informative and fun, while highlighting current polar research work done at the lab. The education staff at the Montshire Museum develops and provides a series of hands-on, inquiry-based activity descriptions to complement each comic book, and CRREL researchers provide science background information and reiterative feedback about the comic books as they are being developed. Here, we present the motivation for using the comic-book medium to present polar research topics, the process involved in creating the comics, some unique features of the series, and the finished comic books themselves. Cartoon illustrating ways snow pack can be used to determine past climate information.
David, Deborah Sarah
Data from the 1962 postcensus study of science and engineering manpower are used to analyze how women fare in these occupations. The study compares the typical woman at various ages to the typical man. She appears more likely than the man to have a father in a white collar occupation. Statistical comparisons are made on advanced degrees, marrying…
Eccles, Jacquelynne S.; Wang, Ming-Te
Drawing on Eccles' expectancy-value model of achievement-related choices, we examined the personal aptitudes and motivational beliefs at 12th grade that move individuals toward or away from science, technology, engineering, and mathematics (STEM) occupations at age 29. In the first set of analyses, occupational and lifestyle values, math ability…
Bridges, Jon P.
Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.
Hooper, Eric Jon; McCarthy, D. W.; Benecchi, S. D.; Henry, T. J.; Kirkpatrick, J. D.; Kulesa, C.; Oey, M. S.; Regester, J.; Schlingman, W. M.; Camp Staff, Astronomy
Astronomy Camp is a deep immersion educational adventure for teenagers and adults in southern Arizona that is entering its 25th year of existence. The Camp Director (McCarthy) is the winner of the 2012 AAS Education Prize. A general overview of the program is given in an accompanying contribution (McCarthy et al.). In this presentation we describe some of the research projects conducted by Astronomy Camp participants over the years. Many of the Camps contain a strong project-oriented emphasis, which reaches its pinnacle in the Advanced Camps for teenagers. High school students from around the world participate in a microcosm of the full arc of astronomy research. They plan their own projects before the start of Camp, and the staff provide a series of "key projects." Early in the Camp the students submit observing proposals to utilize time on telescopes. (The block of observing time is secured in advance by the staff.) The participants collect, reduce and analyze astronomical data with the help of staff, and they present the results to their peers on the last night of Camp, all in a span of eight days. The Camps provide research grade telescopes and instruments, in addition to amateur telescopes. Some of the Camps occur on Kitt Peak, where we use an ensemble of telescopes: the 2.3-meter (University of Arizona) with a spectrograph; the WIYN 0.9-meter; the McMath-Pierce Solar Telescope; and the 12-meter millimeter wave telescope. Additionally the Camp has one night on the 10-meter Submillimeter Telescope on Mt. Graham. Campers use these resources to study stars, galaxies, AGN, transiting planets, molecular clouds, etc. Some of the camper-initiated projects have led to very high level performances in prestigious international competitions, such as the Intel International Science and Engineering Fair. The key projects often contribute to published astronomical research (e.g., Benecchi et al. 2010, Icarus, 207, 978). Many former Campers have received Ph.D. degrees in
Archer, Louise; DeWitt, Jennifer; Dillon, Justin
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation. Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls' school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them. Sample: Data were collected from Year 9 students (girls aged 13-14 years) at the school. Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted. Results: Although the intervention did not significantly change students' aspirations or views of science, it did appear to have a positive effect on broadening students' understanding of the range of jobs that science can lead to or be useful for. Conclusions: Student aspirations may be extremely resistant to change and intervention, but students' understanding of 'where science can lead' may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.
Boekeloo, Bradley O; Jones, Chandria; Bhagat, Krishna; Siddiqui, Junaed; Wang, Min Qi
A more diverse health science-related workforce including more underrepresented race/ethnic minorities, especially from low socioeconomic backgrounds, is needed to address health disparities in the USA. To increase such diversity, programs must facilitate youth interest in pursuing a health science-related career (HSRC). Minority youth from low socioeconomic families may focus on the secondary gains of careers, such as high income and status, given their low socioeconomic backgrounds. On the other hand, self-determination theory suggests that it is the intrinsic characteristics of careers which are most likely to sustain pursuit of an HSRC and lead to job satisfaction. Intrinsic and extrinsic motivation for pursuing an HSRC (defined in this study as health professional, health scientist, and medical doctor) was examined in a cohort of youth from the 10th to 12th grade from 2011 to 2013. The sample was from low-income area high schools, had a B- or above grade point average at baseline, and was predominantly: African American (65.7 %) or Hispanic (22.9 %), female (70.1 %), and children of foreign-born parents (64.7 %). In longitudinal general estimating equations, intrinsic motivation (but not extrinsic motivation) consistently predicted intention to pursue an HSRC. This finding provides guidance as to which youth and which qualities of HSRCs might deserve particular attention in efforts to increase diversity in the health science-related workforce.
The purpose of this study was to identify the needs for and barriers to success of underrepresented students in the Communication Sciences and Disorders field and to determine factors linked to student persistence and academic achievement. An online survey was completed by 126 undergraduates pursuing graduate studies in Communication Sciences and Disorders. Data were subjected to Mann-Whitney U and Kruskal-Wallis H tests. Survey responses indicated that financial matters exerted the most influence on students' preparation for and number of choices for graduate-school applications. However, socioeconomic status was associated with needed financial support for paying tuition and completing the admission process. In addition, students at lower socioeconomic status reported spending fewer hours studying for tests and earned lower grade-point averages than peers who self-identified with a relatively high socioeconomic status. The findings also show a relationship between students' grade-point averages and family members' levels of education. The majority reported that mothers had earned the highest degree in their household, followed by siblings, themselves, and fathers. The findings suggest that students of low socioeconomic status were less academically prepared than those self-reporting a higher status. Moreover, the presence of a role model, such as a college-educated family member, may affect academic performance. Therefore, interventions for students at risk of not gaining admissions to graduate school include financial assistance and mentoring and advising programs. Copyright © 2018 Elsevier Inc. All rights reserved.
Levitt David G
Full Text Available Abstract Background There is general agreement that the number of U.S. science PhDs being trained far exceeds the number of future academic positions. One suggested approach to this problem is to significantly reduce the number of PhD positions. A counter argument is that students are aware of the limited academic positions but have chosen a PhD track because it opens other, non-academic, opportunities. The latter view requires that students have objective information about what careers options will be available for them. Methods The scientific careers of the 1992-94 cohort of NIH National Institute of General Medical Sciences (NIGMS Kirchstein-NRSA F32 postdoctoral fellows (PD was determined by following their publications (PubMed, grants (NIH and NSF, and faculty and industry positions through 2009. These basic life science PDs receive support through individual grant applications and represent the most successful class of NIH PDs as judged by academic careers and grants. The sex dependence of the career and grant success and the influence of the PD mentor's citation record were also determined Results Of the 439 1992-94 NIGMS F32 fellows, the careers of 417 could be determined. Although females had significantly higher rates of dropping out of science (22% females, 9% males there was no significant difference in the fraction of females that ended up as associate or full professors at research universities (22.8% females, 29.1% for males. More males then females ended up in industry (34% males, 22% females. Although there was no significant correlation between male grant success and their mentor's publication record (h index, citations, publications, there was a significant correlation for females. Females whose mentor's h index was in the top quartile were nearly 3 times as likely to receive a major grant as those whose mentors were in the bottom quartile (38.7% versus 13.3%. Conclusions Sixteen years after starting their PD, only 9% of males
Woolnough, Brian E.; Guo, Yuying; Leite, Maria Salete; Jose de Almeida, Maria; Ryu, Tae; Wang, Zhen; Young, Deidra
Describes studies that utilized questionnaires and interviews to explore the factors affecting the career choices of students. Reveals differences between scientists and nonscientists with regard to their preferred learning styles and relates these differences to career choice and self-perception. (DDR)
Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.
We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…
Mitchell, Jonathan L.
I am honored to receive this award in memory of Ron Greeley. Although I did not have the opportunity to know him, I had the pleasure of getting to know his wife, Cynthia, at a luncheon prior to the special awards session at the AGU Fall Meeting. Cynthia is an intelligent and elegant southern woman with a confident gaze. She spoke fondly of Ron and of her sincere respect for his work ethic and dedication to planetary science. What most impressed me, though, was the respect Ron showed to her and the kids by always "giving them the evenings"; no matter how busy things got, Ron always kept his evenings open for Cynthia. This clearly meant the world to her. As a family man, I can only hope that my wife and kids will speak so kindly of me many years from now. I would like to dedicate this award to them in gratitude for their seemingly unconditional love and support.
Zacher, Hannes; Ambiel, Rodolfo A.M.; Noronha, Ana Paula Porto
Career adaptability constitutes a resource that can help employees to effectively manage career changes and challenges. The goal of this study was to investigate the relationship between the two higher-order constructs of career adaptability and career entrenchment (i.e., the perceived inability
Full Text Available Background The imbalance between the public needs and the number of the medical graduates has created problems in recruitment of young physicians who are trained to provide medical and health services in the country. Purpose To assess the attitudes of interns at Qazvin University of Medical Sciences toward'i their future profession in 200I-2002. Methods This descriptive study assesses the viewpoints of all I20 interns through a self-administered questionnaire. Results The findings indicated that 77.5% of the students were in the age range of 22 to 27 with the average of 26. ./ years. of all cases 67.5% wished to continue their training to become a specialist and 6.7% decided to work as a general practitioner. of all students, 95.8% expected their future income to be low, to an extent which will not provide a comfortable life for them. of all cases. 89.2% believed that the present system of medical education does not give them the necessary capabilities and skills to practice efficiently in the future. Conclusion. The students• viewpoints on fulfillment of their economic needs and provision of a comfortable life for them and their families were negative; however, regarding fulfillment of their mental and emotional needs and participation in a scientific field, they were positive. Key word: intern, Medical profession
Registration for the CERN SA Day-camp are open for children from 4 to 6 years old From March 14 to 25 for children already enrolled in CERN SA EVE and School From April 4 to 15 for the children of CERN members of the personnel (MP) From April 18 for other children More information on the website: http://nurseryschool.web.cern.ch/. The day-camp is open to all children. An inscription per week is proposed, cost 480.-CHF/week, lunch included The camp will be open weeks 27, 28, 29 and 30, from 8:30 am to 5:30 pm. For further questions, thanks you for contacting us by email at Summer.Camp@cern.ch.
Turner, James C. Jr.; Mason, Thomas; Guerrieri, Bruno
Programs have been established at Florida A & M University to attract minority students to research careers in mathematics and computational science. The primary goal of the program was to increase the number of such students studying computational science via an interactive multimedia learning environment One mechanism used for meeting this goal was the development of educational modules. This academic year program established within the mathematics department at Florida A&M University, introduced students to computational science projects using high-performance computers. Additional activities were conducted during the summer, these included workshops, meetings, and lectures. Through the exposure provided by this program to scientific ideas and research in computational science, it is likely that their successful applications of tools from this interdisciplinary field will be high.
Andam, Aba Bentil; Dawson, Silvina Ponce; Horton, K. Renee; Sandow, Barbara
In essentially all countries, responsibilities for child care, cooking, cleaning, and other homemaking tasks fall predominantly on the wife and mother. In addition, the childbearing years come during the period when a physicist must study hard, work long hours on research, and take temporary positions, often abroad. Thus, balancing family and career has long been one of the major barriers to women's participation in science and engineering fields, including physics. While many young women believe that they must choose between having children and having a science career, the fact is that the majority of women physicists in both developing and developed countries have successfully done both. This paper summarizes some ideas and recommendations raised in discussions, especially focused on easing the challenges of having children while in temporary jobs, returning to physics after a career break, the need for "family-friendly" working conditions, and the dual-career problem facing couples where both are scientists.
Warebi Gabriel Brisibe
Full Text Available Longitudinal or time line studies of change in the architecture of a particular culture are common, but an area still open to further research is change across space or place. In particular, there is need for studies on architectural change of cultures stemming from the same ethnic source split between their homeland and other Diasporas. This change may range from minor deviations to drastic shifts away from an architectural norm and the accumulation of these shifts within a time frame constitutes variations. This article focuses on identifying variations in the architecture of the Ijo fishing group that migrates along the coastline of West Africa. It examines the causes of cross-cultural variation between base camp dwellings of Ijo migrant fishermen in the Bakassi Peninsula in Cameroon and Bayelsa State in Nigeria. The study draws on the idea of the inevitability of cultural and social change over time as proposed in the theories of cultural dynamism and evolution. It tests aspects of cultural transmission theory using the principal coordinates analysis to ascertain the possible causes of variation. From the findings, this research argues that migration has enhanced the forces of cultural dynamism, which have resulted in significant variations in the architecture of this fishing group.
Project CHOICE: #26. A Career Education Unit for Junior High School. Careers in Conservation of the Environment and Natural Resources. (Agriculture and Ecological Studies Cluster; Science and Engineering Occupations Cluster).
Kern County Superintendent of Schools, Bakersfield, CA.
This junior high teaching unit on careers in conservation of the environment and natural resources is one in a series of career guidebooks developed by Project CHOICE (Children Have Options in Career Education) to provide the classroom teacher with a source of career-related activities linking classroom experiences with the world of work. The unit…
van der Vink, G. E.; van der Vink, G. E.
A new generation of Geoscientists are abandoning the traditional pathways of oil exploration and academic research to pursue careers in public policy, international affairs, business, education and diplomacy. They are using their backgrounds in Geoscience to address challenging, multi-disciplinary problems of societal concern. To prepare for such careers, students are developing a broad understanding of science and a basic literacy in economics, international affairs, and policy-making.
Wang, Ming-Te; Eccles, Jacquelynne S; Kenny, Sarah
The pattern of gender differences in math and verbal ability may result in females having a wider choice of careers, in both science, technology, engineering, and mathematics (STEM) and non-STEM fields, compared with males. The current study tested whether individuals with high math and high verbal ability in 12th grade were more or less likely to choose STEM occupations than those with high math and moderate verbal ability. The 1,490 subjects participated in two waves of a national longitudinal study; one wave was when the subjects were in 12th grade, and the other was when they were 33 years old. Results revealed that mathematically capable individuals who also had high verbal skills were less likely to pursue STEM careers than were individuals who had high math skills but moderate verbal skills. One notable finding was that the group with high math and high verbal ability included more females than males.
An earlier issue presents the first half of the author's experience living and working at the National Science Foundation's (NSF) Greenland Summit Camp. The author is a remote-sensing glaciologist at NASA s Goddard Space Flight Center. She took measurements that will be used to validate data collected by NASA s Aqua, Terra, and Ice, Clouds, and land Elevation Satellite (ICESat) satellites with ground-truth measurements of the Greenland Ice Sheet she made at Summit Camp from November 2008-February 2009. This article presents excerpts from the second half of her stay and work at the Greenland Summit.
Arthur, Michael B.; Khapova, S.N.; Wilderom, Celeste P.M.
This paper compares contemporary career theory with the theory applied in recent career success research. The research makes inconsistent use of career theory, and in particular neglects the interdependence of the objective and subjective careers, and boundaryless career issues of
Ciambra, Roberta; Locatelli, Chiara; Suprani, Tosca; Pocecco, Mauro
We report our experience in the organization of diabetic children summer-camps since 1973. Guidelines for organization have been recently reported by the SIEDP (Società Italiana di Endocrinologia e Diabetologia Pediatrica). Our attention is focused on diabetes management at camp, organization and planning, medical staff composition and staff training, treatment of diabetes-related emergencies, written camp management plan, diabetes education and psychological issues at camp, prevention of possible risks, assessment of effectiveness of education in summer camps and research at camp.
development model. TopCoder’s development model is competition-based, meaning that TopCoder conducts competitions to develop digital assets. TopCoder...success in running a competition that had as an objective creating digital assets, and we intend to run more of them, to create assets for...cash prizes and merchandise . This includes social media contests, contests will all our games, special referral contests, and a couple NASA
Lubrica, Joel V.; Abiasen, Jovalson T.; Dolipas, Bretel B.; Ramos, Jennifer Lyn S.
In this article, we present results of our endeavours as physics educators to facilitate and support pedagogical change and development in the educational system of a developing country, the Philippines. We have discovered that the interaction of junior high school (years 7-10) students with physics apparatus can influence students’ interest in pursuing a career in science, technology, engineering and mathematics (STEM). This assertion stems from self-reports of students who gave their views immediately after their exposure to interactive apparatus in their own school, outside of their usual lessons. Participants claimed that their interest in following a STEM career path was ‘greatly increased’ due to their exposure to these apparatus. This was true even for students who were intending to take a non-STEM career path. Thus, we recommend that, in settings that have constraints involving access to practical equipment, ways to introduce school level interactive physics apparatus to secondary school students be conducted in order to attract more students towards STEM courses. Possibly, policies encouraging this type of exposure should also be formulated.
Benedictor Leah Tlou
Full Text Available This article is a follow-up on the autobiographical sketch, of a lesbian entitled: Fleet of Hope and offers social science comments on this “insider" account. After the South African Department of Defense’s Policy on the Prevention and Elimination of Unfair Discrimination on the Grounds of Sexual Orientation have been outlined, and key theoretical concepts and views of scholars have been described briefly, an attempt is made to illuminate the gay woman’s experiences including her former experiences of her career in the South African Department of Defense with the aid of these constructs. The article is concluded with some recommendations.
Lung, Florin; Potvin, Geoff; Sonnert, Gerhard; Sadler, Philip M.
Students enter college with social, cultural, and economic resources (well described Bourdieu's concepts of habitus and capital) that significantly impact their goals, actions, and successes. Two important determinants of the amount and type of resources available to students are their immigrant generation and college generation status. Drawing on a national sample of 6860 freshmen enrolled in college English, we compare and contrast the effects of immigrant generation with those of college generation status on physical science and engineering career intentions to explore some of the challenges faced by the first in the family to become an American and/or go to college.
Wendelberger, Joanne Roth [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
This presentation will provide career advice for individuals seeking to go beyond just having a job to building a successful career in the areas of Science, Technology, Engineering, and Mathematics. Careful planning can be used to turn a job into a springboard for professional advancement and personal satisfaction. Topics to be addressed include setting priorities, understanding career ladders, making tough choices, overcoming stereotypes and assumptions by others, networking, developing a professional identify, and balancing a career with family and other personal responsibilities. Insights on the transition from individual technical work to leadership will also be provided. The author will draw upon experiences gained in academic, industrial, and government laboratory settings, as well as extensive professional service and community involvement.
Massiha, G. H.
In the United States and elsewhere, there is a dramatic shortage of engineers and technologists. And, unfortunately, these professions often suffer from a lack of awareness among K-12 students. Clearly, educators need to show students the very exciting and lucrative aspects of these fields. Engineering and technology are consistently listed by…
Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut
There has been considerable research interest into the relationship between the parenting styles of Asians, and student motivation and achievement. The investigation presented in this paper contributes to the literature in this area by examining the influence of perceived parenting style on goal orientations and career aspirations of a sample of…
Avey, Matthew R.
Career and Technical education has been around for some time, and has often been shaped by the current economic landscape of the country. While current evolving trends focus on relevance for students in the school setting, a coexistence with college preparation curriculum is now the new trend in modern technical education. New programs have…
The lack of females entering STEM careers is well documented. Reasons for the gender gaps at all stages of the educational pipeline include both internal factors such as self-concept and external factors such as the influence of parents, media, and educators. Using latent growth curve analysis and nationally representative longitudinal survey…
Goldsmith, Carroll-Ann; Tran, Thao T.; Tran, Linh
Objective. To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions.
Bilim ve Sanat Merkezi Öğret‐menlerinin Üstün ve Özel Yetenekli Öğrenciler için Tasarlanan Doğa ve Bilim Kampı Hakkında Görüşleri (Perceptions of Science and Art Centers’ Teachers about a Nature and Science Camp Designed for Gifted and Talented Students
Full Text Available SummaryPurpose and significance: According to Kirk and Gallagher (1989 "gifted and talented" means children who have high performance capability in one or more areas such as leadership ability, creative, artistic, or intellectual or in specific academic fields, and who require service or activities not ordinarily provided by the school in order to fully develop such capabilities (cited in Yılmaz and Çaylak, 2009. Considering the positive outcomes of gifted education programs and based on educational conditions in Turkey, SAC programs were designed for the gifted in Turkey. The first SAC was established in 1992 (Dönmez, 2004. Since then, 59 SACs have been established, and as of 2010, these programs serve 6,942 gifted children (BSMİDR, 2010. These programs have significant effects on gifted students' science achievement (Yılmaz and Çaylak, 2009, but also have many problems, such as those related to corporate governance problems, inadequate physical infrastructures, and teacher training for special education (Gökdere and Çepni, 2003. The aim of this study was to investigate teachers’ perceptions about the effectiveness of a nature science camp, including the nature of science activities on GT’s education. Method: The sample of the study included 10 voluntary teachers working in three SACs. As the participants, they were observers in the nature and science camp. Action research was used to carry out the study. Action research is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and, finally, problem redefinition (Johnson, 1993, p.1. The researcher designed a nature and science camp project aiming at teaching the nature of science while developing gifted students’ social skills through several engaging activities. The designed project included nature of science activities, science experiments, observing the nature, sky, cave, and coal mine. Six
Brain, Roslynn; Upton, Sally; Tingey, Brett
Sustainability Camps provide an opportunity for Extension educators to be in the forefront of sustainability outreach and to meet the growing demand for sustainability education. This article shares development, implementation, and evaluation of an Extension Sustainability Camp for youth, grades 4-6. Camp impact was measured via daily pre-and…
Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations
Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations
Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations
Creating a video to use in marketing camp involves selecting a format, writing the script, determining the video's length, obtaining release forms from campers who appear in the video, determining strategies for filming, choosing a narrator, and renting a studio and a mixing engineer (videotape editor). Includes distribution tips. (LP)
Describes one summer camp's plan for dealing with Lyme disease. Describes the disease and the deer tick. Recommends avoiding tick exposure through clothing, frequent examination, showers, and avoiding high grass and brushy areas, and using chemical insect repellents and chemicals to kill ticks in deer mouse nests. (DHP)
Heitzmann, Wm. Ray
This book describes careers related to the sea. The following chapters are included: (1) "The World of Water"; (2) "Cruise Ship Careers"; (3) "Oceanography and the Marine Sciences"; (4) "Fishing"; (5) "Commerical Diving"; (6) "Maritime Transportation"; (7) "Shipbuilding"; (8) "Military Careers Afloat"; (9) "Miscellaneous Marine and Maritime…
Ito, E.; Dalbotten, D. M.
American Indians are underrepresented in STEM and especially in Earth sciences. They have the lowest high school graduation rate and highest unemployment. On the other hand, tribes are in search of qualified young people to work in geo- and hydro-technical fields to manage reservations' natural resources. Dalbotten and her collaborators at the Fond du Lac Band of Lake Superior Chippewa and local 6-12 teachers ran a place-based but non-themed informal monthly science camps (gidakiimanaaniwigamig) for 7 years starting 2003. Camps were held on reservation and some activities focused on observing seasonal changes. The students enjoyed coming to the camps but the camp activities went largely unnoticed by the reservation itself. For the last 5 years, we and the same cast of characters from the gidakiimanaaniwigamig camps ran a very place-based, research-based camp program, manoomin. The research was focused on manoomin (wild rice) which is a culturally important plant and food that grows in local lakes and wetlands. Manmade changes in hydrology, toxic metals from mining, and changing weather patterns due to climate change threaten this precious resource. Our plan was for 6-12 students to investigate the past, the present and the future conditions of manoomin on and around the reservation. It became clear by 3rd year that the research project, as conceived, was overly ambitious and could not be completed at the level we hoped in a camp setting (6 weekend camps = 6 full days per year). However, students felt that they were involved in research that was beneficial to their reservation, reported gaining self-confidence to pursue a career in science, and stated a desired to obtain a college degree. They also became aware of STEM employment opportunities on reservation that they could aim for. The camps also fostered a trusting relationship between researchers at Fond du Lac resource managers and the U. of MN. Based on these experiences, we proposed a new format for these
Thakore, Bhoomi K; Naffziger-Hirsch, Michelle E; Richardson, Jennifer L; Williams, Simon N; McGee, Richard
Approaches to training biomedical scientists have created a talented research community. However, they have failed to create a professional workforce that includes many racial and ethnic minorities and women in proportion to their representation in the population or in PhD training. This is particularly true at the faculty level. Explanations for the absence of diversity in faculty ranks can be found in social science theories that reveal processes by which individuals develop identities, experiences, and skills required to be seen as legitimate within the profession. Using the social science theories of Communities of Practice, Social Cognitive Career Theory, identity formation, and cultural capital, we have developed and are testing a novel coaching-based model to address some of the limitations of previous diversity approaches. This coaching intervention (The Academy for Future Science Faculty) includes annual in-person meetings of students and trained faculty Career Coaches, along with ongoing virtual coaching, group meetings and communication. The model is being tested as a randomized controlled trial with two cohorts of biomedical PhD students from across the U.S., one recruited at the start of their PhDs and one nearing completion. Stratification into the experimental and control groups, and to coaching groups within the experimental arms, achieved equal numbers of students by race, ethnicity and gender to the extent possible. A fundamental design element of the Academy is to teach and make visible the social science principles which highly influence scientific advancement, as well as acknowledging the extra challenges faced by underrepresented groups working to be seen as legitimate within the scientific communities. The strategy being tested is based upon a novel application of the well-established principles of deploying highly skilled coaches, selected and trained for their ability to develop talents of others. This coaching model is intended to be a
community. Learn More Â» Life at Argonne Our diverse community values work-life balance. Find your niche ; enjoy life at work! Learn More Â» Back to top Twitter Flickr Facebook Linked In YouTube Pinterest Google National Security User Facilities Science Work with Us About Safety News Careers Apply for a Job External
The "new" career, most notably the boundaryless career, is associated with high career mobility, which is in turn associated with employability and career success of individuals. The current study examined how frequency, form (organisational, horizontal or vertical) and impact (objective career success) of career transitions have changed…
Full Text Available A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri. High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.
Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh
To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.
Schleigh, S.; Manda, A. K.
"Those who don't know or can't do, teach". This is a well known statement accepted by many as an adage. It is a statement that implies that the teachers of our science content really do not understand the science. In this study, we examined whether there was some truth in this statement by comparing undergraduates heading towards science careers and undergraduates heading toward science teaching careers. Do teachers really have a different understanding for science than scientists? If so, do they learn differently from each other? Our study examines content knowledge gains and ability to apply and engage in science using the content that is being addressed. We questioned (1)if students in one track engage and develop knowledge and skills more proficiently than another; (2)if the PBL approach is more effective for a particular group of learners; (3)if the PBL environment (virtual/physical) impacts the development and understanding for NOS; and (4) how the engagement of learning through PBL transfers to classroom practice. We used the Problem Based Approach (PBL) in undergraduate courses that covered the science content related to climate change. Project-based learning (PBL) is an approach to science education that has been shown to support student understanding for science concepts by allowing them to apply knowledge to real-world, relevant applications. Recent research has focused on developing teachers' understanding for science by engaging them in learning events that are found in PBL and authentic research approaches (AR)( e.g. Abd-El-Khalick and Lederman, 2000). We used mixed methods to answer each of our questions. Our instruments included a likert scale for the nature of science as argumentation, a concept mapping activity, a written essay, a content exam and an observation protocol for the teaching practice. In this study we included a total of 40 pre-service teachers (online) 30 pre-service teachers (physical classroom) and 35 undergraduates (physical
This career profile provided details of the owner of Detector Dog Services International, a company that uses trained dogs to detect drugs in oil and gas operations. When drugs are detected, the camp manager is informed, and personnel are then required to complete a rehabilitation program. Belgian shepherds, Labrador retrievers, and springer spaniels are used. The dogs are sometimes selected from the local animal protection service and are trained using kits containing controlled substances used by Health Canada for drug detector training purposes. The dogs are typically trained for a period of 4 weeks. It was concluded that a knowledge of law and human rights is required for personnel interested in drug detection careers. Individuals with law enforcement backgrounds are also preferred. 1 fig.
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Feetham, Suzanne; Doering, Jennifer J
The purpose of this article is to propose a conceptualization of career development that emphasizes the interdependence between research, practice, and policy. Career cartography applies three decades of career development experience to lay out a systematic, comprehensive, and iterative approach for planning and communicating the outcomes of science at any career stage. To inform practice and policy, nurse researchers must be clear on the intended destination and trajectory of the science, and be skilled in communicating that science and vision to diverse stakeholders. Career cartography builds on the science of cartography, is developed within the context of public and health policy, and is composed of several components, including a destination statement, career mapping, a supportive career cartography team, and use of communication and dissemination strategies. The successful utilization of career cartography may accelerate advancement of individual careers, scientific impact, and the discipline as a whole by guiding nurse researchers to be deliberative in career planning and to communicate successfully the outcomes of research across a wide variety of stakeholders. Career cartography provides a framework for planning a nurse researcher's program of research and scholarship to advance science, policy, and health of the public. Career cartography guides nurse researchers to realize their full potential to advance the health of the public and inform public and health policy in academic and practice environments. © 2014 Sigma Theta Tau International.
EVE et École
The CERN Staff Association’s Summer Camp will be open for children from 4 to 6 years old during four weeks, from 3 to 28 July. Registration is offered on a weekly basis for 450 CHF, lunch included. This year, the various activities will revolve around the theme of the Four Elements. Registration opened on 20 March 2017 for children currently attending the EVE and School of the Association. It will be open from 3 April for children of CERN Members of Personnel, and starting from 24 April for all other children. The general conditions are available on the website of the EVE and School of CERN Staff Association: http://nurseryschool.web.cern.ch. For further questions, please contact us by email at Summer.Camp@cern.ch.
Schulz, Jonathan F; Thöni, Christian
People self-assess their relative ability when making career choices. Thus, confidence in their own abilities is likely an important factor for selection into various career paths. In a sample of 711 first-year students we examine whether there are systematic differences in confidence levels across fields of study. We find that our experimental confidence measures significantly vary between fields of study: While students in business related academic disciplines (Political Science, Law, Economics, and Business Administration) exhibit the highest confidence levels, students of Humanities range at the other end of the scale. This may have important implications for subsequent earnings and professions students select themselves in.
Schulz, Jonathan F.; Thöni, Christian
People self-assess their relative ability when making career choices. Thus, confidence in their own abilities is likely an important factor for selection into various career paths. In a sample of 711 first-year students we examine whether there are systematic differences in confidence levels across fields of study. We find that our experimental confidence measures significantly vary between fields of study: While students in business related academic disciplines (Political Science, Law, Economics, and Business Administration) exhibit the highest confidence levels, students of Humanities range at the other end of the scale. This may have important implications for subsequent earnings and professions students select themselves in. PMID:26808273
Kinkel, Doreen H.
Following a developmental model of career planning and preparation, an ementoring program was devised for first semester freshmen to (1) heighten career awareness and stimulate career exploration in food and agricultural sciences; (2) expand interest and willingness to follow career opportunities beyond the regional geographic area; and (3)…
Esters, Levon T.
The purpose of this study was to determine the extent to which career exploration process behaviors influence the level of career certainty of agriculture students. Data were gathered from 181 freshmen and 131 senior students enrolled in the College of Agriculture and Life Sciences at Iowa State University. Career certainty was assessed using…
Griffin, Amanda; Manning, Kelvin
At NASA, we fully support the President's Educate to Innovate Program in the hopes that American students move from the middle of the pack to the top in the next decade; and that we are expanding STEM education and career opportunities for underrepresented groups, including minorities and females. The first goal we have implemented to help accomplish this is to Strengthen NASA and the Nation's future workforce - Many of you in the audience could be our potential workforce, and the co-op and intern program at NASA is helping students like you. The second goal is to Attract and retain students in STEM disciplines-To compete effectively for the minds, imaginations and career ambitions of young people like you, throughout NASA, we regularly send educators and NASA speakers into classrooms to work directly with you, encouraging you to follow in the footsteps of NASA engineers and scientists. The Third goal is to Engage Americans in NASA's mission- To get young people involved in NASA's mission, we have many exciting programs for college students like the Lunabotics Mining Competition and the Cubes Satellites sent to space
Lombardo, Luigi; Cigala, Valeria; Rizzi, Jonathan; Craciun, Iulya; Gain, Animesh Kumar; Albano, Raffaele
Alongside with other major EGU divisions, Natural Hazard has recently formed his Early Career Scientist (ECS) team, known as NhET. NhET was born in 2016 and its scope includes various activities for the EGU members, the international scientific community as well as for the general public. We are a group of six early career researchers, either PhDs or Post-Docs, from different fields of Natural Hazard, keen to promote knowledge exchanges and collaborations. This is done by organizing courses, training sessions and social activities, especially targeting ECSs, during the EGU General Assembly for this year and the next to come. Outside the timeframe of the EGU conference, we constantly promote EGU contents for our division. This is done through the division website (http://www.egu.eu/nh), a mailing list (https://groups.google.com/forum/#!forum/nhet) and social media. With respect to the latter, a new Facebook page will be launched shortly and other platforms such as Twitter will be used to reach a broader audience. These platforms will foster the transmission of Natural Hazard topics to anyone who is interested. The main content will be researchers' interviews, information about open positions, trainings, open source software, conferences together with news on hazards and their anthropic and environmental impacts. We are NhET and we invite you all to follow and collaborate with us for a more dynamic, efficient and widespread scientific communication.
includes developing professional networks, identifying additional training and development opportunities , and celebrating accomplishments. Mission Personalization Networking Learning Career Development Basic and Applied Science Research Funding Opportunities Science of WMD Sensing and Recognition Network
Clarkston, B. E.; Garza, C.
Diversity within the Ocean Sciences workforce is still underperforming relative to other scientific disciplines, a problem that will be only be solved by recruiting, engaging and retaining a more diverse student population. The Monterey Bay Regional Ocean Science Research Experiences for Undergraduates program is housed at California State University, Monterey Bay (CSUMB), an HSI with strong connections to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system. From this unique position, 11 sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students engage in rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for a program designed to prepare students for 21st century Ocean Science careers.
Clarkston, B. E.; Garza, C.
cohorts (2014, 2015) and here we present successes, challenges and lessons learned for an innovative program designed to recruit, engage and prepare students for Ocean Science careers.
Zakaria, Normah; Yamin, Azlin; Maarof, Rosmawati
Career management skills are important elements that should be present in each individual, because career selection process is crucial for school leavers. The phenomenon of students who are less knowledgeable about career at the end of school is among the main reasons they choose a career that does not fit. The situation is very worrying and poses various negative implications such as work stress and frequent swapping of jobs. In fact, research has found that most vocational students have a low level of career management. Therefore, this study is aimed to identify career management skills that students possess. The research design was a survey using a quantitative approach with a number of samples, n = 480. Data was analysed using statistical software, Statistical Package for the Social Sciences (SPSS). The results show that students’ overall career management skills are moderate. To develop human capital with the right competence, career management skills are critical requirements that can fill the gaps in industry.
Full Text Available This study explores language regarding career and career development in European policy documents on career guidance in order to disclose underlying view(s of these phenomena conveyed in the texts. Qualitative content analysis was used to approach the subject in the texts, followed by a sender-oriented interpretation. Sources for interpretation include several sociological and pedagogical approaches based upon social constructionism. These provide a framework for understanding how different views of career phenomena arise. The characterization of career phenomena in the documents falls into four categories: contextual change, environment-person correspondence, competence mobility, and empowerment. An economic perspective on career dominates, followed by learning and political science perspectives. Policy formulations convey contradictory messages and a form of career 'contract' that appears to subordinate individuals' careers to global capitalism, while attributing sole responsibility for career to individuals.
Beck, Jimmy; Chretien, Katherine; Kind, Terry
To describe the experience of medical students volunteering at a camp for children with a variety of medical conditions. Rising second-year medical students who had served as counselors for 1 week at a medical specialty camp were invited to participate. We conducted a 2-part qualitative study using on-site focus groups and follow-up individual interviews. Nine medical students participated. Students described their experience as motivating and career reinforcing. It helped them "move beyond the textbook" and deepened their commitment to serving future patients with compassion. One theme that emerged was the idea that their camp experience fostered the development of their professional identities. A 1-week, immersive community service experience at a medical specialty camp played a role in influencing the early formative professional identities of rising second-year medical students. Medical schools could use camps as a promising community service-learning experiences to foster professional identity. © The Author(s) 2015.
Buyanovskaya, Elizaveta; Melnik, Maksim; Egorov, Vladimir; Gleim, Artur; Lukishova, Svetlana; Kozlov, Sergei; Zhang, Xi-Cheng
ITMO University and the University of Rochester became close partners several years ago. One of the first outcomes of this mutually beneficial partnership was the creation of International Institute of Photonics and Optical Information Technologies led by Prof. Sergei Kozlov and Prof. Xi-Cheng Zhang. Universities have created a double Masters-degree program in optics in 2014, and several ITMO students have been awarded degrees from Rochester. At the same time ITMO University organizes Summer Research camp in Photonics for University of Rochester students. Students spent two weeks in the Northern Capital of Russia learning about the emerging practical applications of femtosecond optics, terahertz biomedicine and quantum information technologies.
Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.
To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly
Niebur, S. M.; Singer, K.; Gardner-Vandy, K.
Fifty-one interviews with women in planetary science are now available as an e-mentoring and teaching resource on WomeninPlanetaryScience.com. Each scientist was nominated and interviewed by a fellow member of the planetary science community, and each gladly shared her advice for advancement in the field. Women in Planetary Science was founded in 2008 to connect communities of current and prospective scientists, to promote proposal and award opportunities, and to stimulate discussion in the planetary science community at large. Regular articles, or posts, by nearly a dozen collaborators highlight a range of current issues for women in this field. These articles are promoted by collaborators on Twitter, Facebook, and Google+ and shared again by the collaborators' contacts, reaching a significantly wider audience. The group's latest project, on Pinterest, is a crowd-sourced photo gallery of more than 350 inspiring women in planetary science; each photo links to the scientist's CV. The interviews, the essays, and the photo gallery are available online as resources for prospective scientists, planetary scientists, parents, and educators.
Merrill, Raymond G.; Goodliff, Kandyce E.; Mazanek, Daniel D.; Reeves, John D., Jr.
Historically, when mounting expeditions into uncharted territories, explorers have established strategically positioned base camps to pre-position required equipment and consumables. These base camps are secure, safe positions from which expeditions can depart when conditions are favorable, at which technology and operations can be tested and validated, and facilitate timely access to more robust facilities in the event of an emergency. For human exploration missions into deep space, cis-lunar space is well suited to serve as such a base camp. The outer regions of cis-lunar space, such as the Earth-Moon Lagrange points, lie near the edge of Earth s gravity well, allowing equipment and consumables to be aggregated with easy access to deep space and to the lunar surface, as well as more distant destinations, such as near-Earth Asteroids (NEAs) and Mars and its moons. Several approaches to utilizing a cis-lunar base camp for sustainable human exploration, as well as some possible future applications are identified. The primary objective of the analysis presented in this paper is to identify options, show the macro trends, and provide information that can be used as a basis for more detailed mission development. Compared within are the high-level performance and cost of 15 preliminary cis-lunar exploration campaigns that establish the capability to conduct crewed missions of up to one year in duration, and then aggregate mass in cis-lunar space to facilitate an expedition from Cis-Lunar Base Camp. Launch vehicles, chemical propulsion stages, and electric propulsion stages are discussed and parametric sizing values are used to create architectures of in-space transportation elements that extend the existing in-space supply chain to cis-lunar space. The transportation options to cis-lunar space assessed vary in efficiency by almost 50%; from 0.16 to 0.68 kg of cargo in cis-lunar space for every kilogram of mass in Low Earth Orbit (LEO). For the 15 cases, 5-year campaign
Wagon wheel camp layouts have been favoured, in some quarters, for rotational grazing due to the economy and convenience of having the camps radially arranged around central facilities. A possible disadvantage of such layouts is the tendency for over-grazing near the hub and under-grazing at the extremities.
Tian, Xiaoxi; Xie, Jinxing
The Summer Camp of Mathematical Modeling in China is a recently created experience designed to further Chinese students' academic pursuits in mathematical modeling. Students are given more than three months to research on a mathematical modeling project. Researchers and teams with outstanding projects are invited to the Summer Camp to present…
Rooij, de L.L.; Wascher, D.M.; Paulissen, M.P.C.P.
This report’s main focus is on the phenomenon of refugee camps as one of the most visible and spatially explicit results of refuge and migration movements at the global scale. Given the steadily growing numbers of people on the move and staying in temporary homes and settlements, refugee camps must
Strategies for minimizing sun exposure of campers and staff include educating campers about the sun's effect on their skin, scheduling activities when the sun is less intense, creating shade at the camp site, incorporating sun protection into camp dress code, and training staff regarding sun protection. Addresses OSHA and liability issues. (LP)
Powell, Gwynn M.
Draws on research concerning the components of sense of place, the rootedness of college students to their hometowns, and categories of environmental competence. Offer insights to camp staff into fostering sense of place and the emotional attachments to camp that comprise place attachment, and to developing environmental competence among campers…
Camping Magazine, 1999
Camps continued to operate during World War II, but young male counselors, food, and supplies were difficult to obtain. An illustrative article from 1943, "Meal Planning for Summer Camps in Wartime" (Agnes B. Peterson), presents a guide to planning nutritious meals for campers despite shortages caused by wartime rationing, increased food…
Schmidt, Ernest F.
A "prioritized" list of dangers of the woods is discussed and suggestions for safety in organized camping are listed. Available from: Center for Environmental, Camping and Outdoor Education; University of North Carolina at Greensboro; Pine Lake Field Campus; 4016 Blumenthal Road; Greensboro, NC, 27406. (AN)
Brown, Don; Mickelson, Rhonda
Two camp directors were interviewed about evacuations from their camps due to forest fires. Topics covered include descriptions of the events; actions taken; aspects of advance planning that proved helpful; unexpected portions of the experience and resultant changes made in plans; relations with outside agencies, the media, and parents; working…
Mattingly, John B.
Available from: EC 090 474. Outlined are the problems and objectives of Pennsylvania's Camp Hill Project--a program designed to complete psychological needs assessments for juveniles incarcerated at Camp Hill, to develop project policies and guidelines in preparation for meeting with juvenile court judges, and to hire staff. (SBH)
Goode, Marsha; Broesamle, Barbara
Describes nine-day residential camp for Michigan teenage mothers/babies to enhance personal growth and develop responsible social skills. Outlines goals, pre-camp planning, staff, activities, evaluation. Reports 31 teen moms (ages 13-21) and 35 babies attended in 1986. Indicates participants were in therapy, experienced abuse, had low self-esteem,…
Resident outdoor environmental education (ROEE) is a camp-based extension of the classroom for two to five days, promoting student independence, interpersonal skills, and ecological awareness. Advantages and disadvantages of the "camp as innkeeper" and full program-provider models are given. Program development guidelines cover expenses,…
The Staff Association has the pleasure to announce the opening of a summer camp in l’EVE et Ecole de l’AP du CERN. With a capacity of 40 children, aged 4 to 6 years, it will be open from July 6 to 30. Registration Summer camp 2015 Registration for the CERN SA Summer camp for children aged 4 to 6 is open 16 to 30 April 2015 More information on the website: http://nurseryschool.web.cern.ch/ The Summer camp is open to all children of CERN Staff. An inscription per week is proposed, cost 480.-CHF/week, lunch included. The camp will be open weeks 28, 29, 30 and 31, from 8:30 am to 5:30 pm.
When I look back at how my career started, I think to myself, what if I had undertaken the BA in Business Studies which I had been accepted for, instead of the BSc in Nursing for which I was still waiting to hear the results of my interview? Well, probably I would have spent four years studying business, followed by 40 years sitting in an office somewhere; Tesco, Sainsbury's or Marks and Spencer probably. I was lucky though, my father phoned up every couple of weeks (I was only 17 and didn't really have a clue what I wanted to do) and eventually they said 'yes' and I started my nursing career. Perhaps this is the first bit of advice for anybody thinking of a career in health:
My association with the LTER Program has encouraged a multidisciplinary scientific approach emphasizing broad spatial scales and site-based knowledge. It also provides a solid basis from which to link science and management. In my position as a federal research scientist, I do not teach university c...
Courey, Tamra J
Increasingly, more children and adolescents are attending camps with mental health concerns. This can pose a challenge for camp nurses who may lack experience in assessment and treatment of mental health issues. To focus on the importance of addressing and treating mental health needs of children and adolescents at camp utilizing the Scope and Standards of Psychiatric Mental Health Nursing Practice. Personal observations, camp nursing experience, and scholarly published literature. It is paramount that mental health needs of children and adolescents at camp are addressed and managed appropriately by the camp nurse. Education of camp nurses and camp administrators is also a vital part of providing care.
Full Text Available Le professeur Gabriel Camps nous a quittés le 6 septembre 2002, emporté par les suites d’une grave maladie. Né le 20 mai 1927 à Misserghin, en Oranie, il affirma très jeune de grandes capacités intellectuelles. Dès l’âge de huit ans il se passionnait déjà à identifier des collections de pièces romaines. Son père, ingénieur à la Société nationale des chemins de fer algériens, sut favoriser sa curiosité concernant l’histoire antique de l’Afrique du Nord. Après des études secondaires au lycée d’...
While a main goal for corporate trainers traditionally has been to train employees to reach organizational goals, many trainers may find their roles expanding. With companies cutting back on staffing and consolidating multiple job roles into single positions, career development has taken on a much larger significance. At forward-thinking…
Uppal, Rahul; Mandava, Gunasheil; Romagnoli, Katrina M; King, Andrew J; Draper, Amie J; Handen, Adam L; Fisher, Arielle M; Becich, Michael J; Dutta-Moscato, Joyeeta
The Computer Science, Biology, and Biomedical Informatics (CoSBBI) program was initiated in 2011 to expose the critical role of informatics in biomedicine to talented high school students. By involving them in Science, Technology, Engineering, and Math (STEM) training at the high school level and providing mentorship and research opportunities throughout the formative years of their education, CoSBBI creates a research infrastructure designed to develop young informaticians. Our central premise is that the trajectory necessary to be an expert in the emerging fields of biomedical informatics and pathology informatics requires accelerated learning at an early age.In our 4(th) year of CoSBBI as a part of the University of Pittsburgh Cancer Institute (UPCI) Academy (http://www.upci.upmc.edu/summeracademy/), and our 2nd year of CoSBBI as an independent informatics-based academy, we enhanced our classroom curriculum, added hands-on computer science instruction, and expanded research projects to include clinical informatics. We also conducted a qualitative evaluation of the program to identify areas that need improvement in order to achieve our goal of creating a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics in the era of big data and personalized medicine.
Full Text Available The Computer Science, Biology, and Biomedical Informatics (CoSBBI program was initiated in 2011 to expose the critical role of informatics in biomedicine to talented high school students. By involving them in Science, Technology, Engineering, and Math (STEM training at the high school level and providing mentorship and research opportunities throughout the formative years of their education, CoSBBI creates a research infrastructure designed to develop young informaticians. Our central premise is that the trajectory necessary to be an expert in the emerging fields of biomedical informatics and pathology informatics requires accelerated learning at an early age.In our 4th year of CoSBBI as a part of the University of Pittsburgh Cancer Institute (UPCI Academy (http://www.upci.upmc.edu/summeracademy/, and our 2nd year of CoSBBI as an independent informatics-based academy, we enhanced our classroom curriculum, added hands-on computer science instruction, and expanded research projects to include clinical informatics. We also conducted a qualitative evaluation of the program to identify areas that need improvement in order to achieve our goal of creating a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics in the era of big data and personalized medicine.
Full Text Available The article Body and Gender in Nazi Concentration Camps is an attempt to discuss difficult issues of human sexuality and sexually marked behaviors in the context of the concentration camps, and their descriptions in the memoirs of the survivors. Using notions and concepts of the so called "black American feminism" the author (referring extensively to books by Stanisław Grzesiuk and Zofia Romanowiczowa shows how in the concentration camp the human body became the only space of a relative privacy of the prisoner. At the same time the body becomes a territory on which all - both biological and socially constructed - human fates cross.
Yoder, Jeremy B; Mattheis, Allison
A survey of individuals working in science, technology, engineering, and mathematics (STEM) fields who identify as lesbian, gay, bisexual, trans*, queer, or asexual (LGTBQA) was administered online in 2013. Participants completed a 58-item questionnaire to report their professional areas of expertise, levels of education, geographic location, and gender and sexual identities and rated their work and social communities as welcoming or hostile to queer identities. An analysis of 1,427 responses to this survey provided the first broad portrait of this population, and it revealed trends related to workplace practices that can inform efforts to improve queer inclusivity in STEM workplaces.
Molly N Downing
Full Text Available As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP, on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134 completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6 of the PPP program (from 41% mean test score to 65%; p<0.001. In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001. This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10 who reported improved communication skills and an increased interest in future educational work. Type: Original Research
Shaner, A. J.; Kring, D. A.
To be competitive in 21st century science and exploration careers, graduate students in planetary science and related disciplines need mentorship and need to develop skills not always available at their home university, including fieldwork, mission planning, and communicating with others in the scientific and engineering communities in the U.S. and internationally. Programs offered by the Lunar and Planetary Institute (LPI) address these needs through summer internships and field training programs. From 2008-2012, LPI hosted the Lunar Exploration Summer Intern Program. This special summer intern program evaluated possible landing sites for robotic and human exploration missions to the lunar surface. By the end of the 2012 program, a series of scientifically-rich landing sites emerged, some of which had never been considered before. Beginning in 2015 and building on the success of the lunar exploration program, a new Exploration Science Summer Intern Program is being implemented with a broader scope that includes both the Moon and near-Earth asteroids. Like its predecessor, the Exploration Science Summer Intern Program offers graduate students a unique opportunity to integrate scientific input with exploration activities in a way that mission architects and spacecraft engineers can use. The program's activities may involve assessments and traverse plans for a particular destination or a more general assessment of a class of possible exploration targets. Details of the results of these programs will be discussed. Since 2010 graduate students have participated in field training and research programs at Barringer (Meteor) Crater and the Sudbury Impact Structure. Skills developed during these programs prepare students for their own thesis studies in impact-cratered terrains, whether they are on the Earth, the Moon, Mars, or other solar system planetary surface. Future field excursions will take place at these sites as well as the Zuni-Bandera Volcanic Field. Skills
Full Text Available In accordance with the 2008 Resolution of the Council of the European Union on “Better integrating lifelong guidance into lifelong learning strategies”, the reform of French lycées has included career guidance among its priorities. This reform, which was implemented in 2010, includes lessons on exploring economics for all students in year one (seconde of the French three-year lycée. Will this new feature help to promote career guidance?This research aims to show that academic and vocational guidance is socially controversial, and that the two programmes on economics, “Sciences économiques et sociales - SES” (social and economic sciences and “Principes fondamentaux de l’économie et de la gestion - PFEG” (basic principles of economics and management, provide knowledge and skills from the humanities and social sciences that are useful for the guidance of year one students, even if the teachers involved do not feel directly involved in assisting with careerguidance.As career guidance is not a discipline, will efficient teachers be those who are able to distinguish between “knowledge that” and “knowledge for”?
McDonald, Christine V.
A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist,…
Ucgul, Memet; Cagiltay, Kursat
The aim of this study is to explore critical design issues for educational robotics training camps and to describe how these factors should be implemented in the development of such camps. For this purpose, two robotics training camps were organized for elementary school students. The first camp had 30 children attendees, and the second had 22. As…
Colakoglu, Sidika N.
Based on the theoretical frameworks of the career enactment and the stress perspectives, this study develops and tests a model in which career boundarylessness affects subjective career success through its effect on three career competencies--knowing-why, knowing-how, and knowing-whom--and career autonomy and career insecurity. The results…
McCarthy, Donald W.; Hooper, E.; Benecchi, S. D.; Henry, T. J.; Kirkpatrick, J. D.; Kulesa, C.; Oey, M. S.; Regester, J.; Schlingman, W. M.; Camp Staff, Astronomy
In 1988, Astronomy Camp began in an era when science was entirely the realm of professionals, astronomical observatories were off-limits to the public at night, and scientists were not encouraged to spend time in science education. Since then we have grown a dynamic science education program that immerses individuals (ages 11-80), educators, schools, and Girl Scout Leaders in authentic science at Arizona’s research observatories in the Catalina mountains and at Kitt Peak. Often labeled “life changing,” these residential programs have engaged thousands of people from 49 U.S. states and 20 foreign countries. Female enrollment has increased steadily, and women now generally outnumber men in our teenage programs. Graduate students have played a major creative role and many have gone on to become educators and research leaders around the world. By involving a wide range of ages, the Camps have helped strengthen the STEM-pipeline. Many of our alumni remain in touch via social and professional networks and have developed not only into professional astronomers but also into leaders throughout society, parents, and educators. Our emphasis on age-appropriate research helped inspire today’s concepts of research-based science education and Citizen Science. An accompanying paper (E. Hooper et al.) discusses our approach to project-oriented astronomical research. Scientific discoveries include Near-Earth Objects, supernova classification, and lightcurves of Kuiper Belt Objects. The Camps have also contributed to educational research involving informal science education, youth perceptions, and student identities. Ironically, the Camps have leveraged new initiatives in both research and education at NOAO, LSST, and JWST. Here we review the philosophy, conduct, and content of Astronomy Camp and summarize the unexpected nature of its ongoing legacy. We remain grateful to The University of Arizona Alumni Association for its long-term encouragement and support.
National Oceanic and Atmospheric Administration, Department of Commerce — The U.S. Geological Survey (USGS) had a requirement for high resolution Lidar needed for mapping the Brooks Camp region of Katmai National Park in Alaska....
Full Text Available Our professional development workshops have provided participating teachers (inservice and pre-service with interdisciplinary experiences in earth and environmental science that have built their content into real-world problem based research initiatives (STEM, Science Technology, Engineering and Mathematics. One of our real-world issues has been the detection of phenol since it has been a concern in the real-world coal mining industry. Coal tars are a complex of variable mixtures of phenols. Phenol and phenol derivative compounds are widely used in the production of polymers, drugs, dyes, explosives, pesticides, stabilizers and antioxidants. These phenolic compounds are discharged into the environment and can represent a serious hazard, mainly by the contamination of superficial and underground waters. The toxic effect of phenol can cause comas, convulsions, cyanosis, liver damage, kidney damage, lung damage and death. The mining industry for coal is an alternative source of energy and used in thermoelectric power plants. However, the pollutant phenol that can be found in coal has high need to be detected and is an important aspect to keep an eye on due to these harmful chemicals such as phenol discharging into the environment. Our inquiry-based labs have engaged our inservice and pre-service students by visiting a mine and learning the positive and negative aspects of mining and the importance of water quality. Thus, this inquiry-based module will illustrate the use of an electrochemistry modified carbon nanotube poly-3-hexylthiophene electrode to detect such harmful chemicals as phenol by unique electrochemistry techniques such as Differential Pulse Voltammetry (DPV.
Zhang, Lin; Barnett, Michael
Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students envision their careers? What are the experiences that shape students'…
from field selection, marketing and recruitment potentialities to interests and other ... 29. 12. Social Science. Tourism Management. 18. -. Geography. -. -. History. 18 ..... therapy on irrational career thoughts among secondary school students in ...
Hispanics, and women in particular, continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). The purpose of this study was to analyze cognitive and motivational factors that inspired Hispanic female college students to major in STEM programs and aspire to academic success. This mixed methods study was conducted using both quantitative and qualitative data collection and analysis techniques in a sequential phase. Quantitative data were collected through the use of the 80-item Honey and Mumford Learning Styles Questionnaire, which was focused on the students' learning styles and how they impact Hispanic female students upon engaging in a STEM-related curriculum. Qualitative data were collected during interviews focusing on factors that led students to select, participate in, and make a commitment to some aspect of a STEM-related program. The questions that were asked during the interviews were intended to examine whether the existence of role models and STEM initiatives motivate Hispanic female students to major in STEM-related academic programs and aspire to academic success. The participants in this study were undergraduate Hispanic female students majoring in STEM-related academic programs and at a four-year university. The results indicate that the majority of the participants (88%) identified as reflectors, 4% as activists, 4% as theorists, and 4% as pragmatists. The results from the interviews suggested that the existence of role models (family members, educators, or STEM professionals) was a factor that motivated Hispanic females to major in STEM-related subjects and that exposure to STEM initiatives during K-12 education motivated Hispanic females to pursue a career in STEM.
Graduate students and their career opportunities in ocean and earth sciences were the focus of the Education and Human Resources (E & HR) Committee meeting held at the 1982 AGU Fall Meeting in San Francisco. A standing committee of AGU, the E & HR committee is responsible for matters concerning education in earth, ocean, and planetary sciences from precollege through graduate programs, including career guidance, academic preparation, student recruitment, and manpower supply and demand.At the meeting a draft of the AGU-sponsored Careers in Oceanography booklet by committee chairman C. Hollister was thoroughly discussed and a new draft will emerge soon for final approval. The booklet is designed to complement the Careers in Geophysics booklet recently published by AGU; the booklets contain information about planning a career, job opportunities, educational requirements, and a synopsis of where the prospective student might apply.
This paper explains how selected personnel can now obtain a Bachelor of Science degree in Physics with a Nuclear Power Operations option. The program went into effect the Fall of 1984. Another program was worked out in 1982 whereby students attending the Nuclear Operators Training Program could obtain an Associates of Science degree in Mechanical Engineering Technology at the end of two years of study. This paper presents tables and charts which describe these programs and outline the career path for operators
Full Text Available The 4-H youth development organization understands and has recognized residential camping as one of the major modes of program delivery. Primary benefactors of the residential camping program are those youth who serve as camp counselors. Not only are they recipients of the educational program, but also supervise and teach younger campers (Garst & Johnson, 2005; McNeely, 2004. As a result of their experience, camp counselors learn about and develop leadership and life skills (Thomas, 1996; Purcell, 1996. The residential camping experience allows youth to serve as volunteers through their role as camp counselors. In addition to the benefits earned from their volunteer role, residential camping provides youth camp counselors the opportunity to gain leadership skills (Arnold, 2003 as well as add to the camp structure, planning, and implementation (Hines & Riley, 2005.
Kuijpers, Marinka; Scheerens, Jaap
Career development gains new meaning in the context of employability demands in a knowledge economy. In this context, increased mobility, a dynamic work environment, and an increased level of career support from employers are seen as characteristics of a modern career. All of these characteristics
This booklet, one in a series on aviation careers, outlines the variety of careers available in airlines. The first part of the booklet provides general information about careers in the airline industry, including salaries, working conditions, job requirements, and projected job opportunities. In the main part of the booklet, the following 22 job…
Rokkan Iversen, K.; Busch, K. T.
Many Early Career Scientists (ECS) share a heart and mind for engaging in Eduaction, Outreach, and Communication (EOC) activities. They often also experience the same frustration due to the limited resources and financial incentives available to support such important projects. The story of the knowledge-based company SALT is a tale of two Norwegian ECSs with a passion for marine science and EOC living their dream - due to the support of private and public funding sources. SALT is located in the small village Svolvær, in the Lofoten Archipelago in Northern-Norway. This small company delivers services and products within research, outreach and consultancy regarding the marine environment. Situated in the very middle of one of the most productive and unique oceanic areas in the world, SALT has a first-row perspective on blue resources, possibilities and challenges. The SALT vision is to provide marine knowledge to politicians and stakeholders, as well as the general public. EOC-projects are an important and prioritized area of this vision, and SALT has taken a broad approach to set such projects into life. SALT are building commercial projects directed towards the tourist and conference industry, as well as more idealistic projects designed to educate and engage children and youth. The total EOC-portifolio of SALT, is therefore as varied as the mixture of different sources funding them. During the first year in business, SALT has proven that it is possible to get funding for innovative EOC-projects in Norway. With the support of Innovation Norway (IN), The Norwegian Research Council (NRC), The RENATE Centre, The Norwegian Centre for Science Education, Nordland County, The Confederation of Norwegian Enterprise (NHO), and an inspiring hub of creative business partners in Lofoten, SALT has managed to realize several EOC-project within a year. SALT is especially grateful that the national structures have acknowledged the importance of innovative EOC- activities also
Peterson, P.F.; James, J.Z.; Terrell, B.E.
This paper describes a new kind of nuclear engineering curriculum that echoes an old method of professional training - the intensive summer camp. For many years a staple of the training of civil engineers and foresters, summer camp courses immerse the student in an intensive, focused experience, isolated from the familiar campus and resembling the actual work environment for which the student is being trained. With financial support from the U.S. Department of Energy, University of California-Berkeley (UCB) and Pacific Gas ampersand Electric (PG ampersand E) have launched such a course for UCB nuclear engineering undergraduates
Blotnicky, Karen A.; Franz-Odendaal, Tamara; French, Frederick; Joy, Phillip
Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their…
This document contains four symposium papers on career issues in human resource development (HRD). "Are Careers What They Used To Be: A Factor Analysis of Schein's Career Orientations Inventory" (Gerri Mukri, Sharon Confessore) is a statistical analysis of Schein's Career Orientations Inventory that finds the inventory to be a…
Brody, Abraham A; Edelman, Linda; Siegel, Elena O; Foster, Victoria; Bailey, Donald E; Bryant, Ashley Leak; Bond, Stewart M
As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. Published by Elsevier Inc.
Ward, David; Hahn, James; Mestre, Lori
This article presents a case study exploring the use of a student Coding Camp as a bottom-up mobile design process to generate library mobile apps. A code camp sources student programmer talent and ideas for designing software services and features. This case study reviews process, outcomes, and next steps in mobile web app coding camps. It concludes by offering implications for services design beyond the local camp presented in this study. By understanding how patrons expect to integrate li...
Kaufman, Laura; Holland, Jaycelyn; Weinberg, Stuart; Rosenbloom, S Trent
Approximately one fifth of school-aged children spend a significant portion of their year at residential summer camp, and a growing number have chronic medical conditions. Camp health records are essential for safe, efficient care and for transitions between camp and home providers, yet little research exists regarding these systems. To survey residential summer camps for children to determine how camps create, store, and use camper health records. To raise awareness in the informatics community of the issues experienced by health providers working in a special pediatric care setting. We designed a web-based electronic survey concerning medical recordkeeping and healthcare practices at summer camps. 953 camps accredited by the American Camp Association received the survey. Responses were consolidated and evaluated for trends and conclusions. Of 953 camps contacted, 298 (31%) responded to the survey. Among respondents, 49.3% stated that there was no computer available at the health center, and 14.8% of camps stated that there was not any computer available to health staff at all. 41.1% of camps stated that internet access was not available. The most common complaints concerning recordkeeping practices were time burden, adequate completion, and consistency. Summer camps in the United States make efforts to appropriately document healthcare given to campers, but inconsistency and inefficiency may be barriers to staff productivity, staff satisfaction, and quality of care. Survey responses suggest that the current methods used by camps to document healthcare cause limitations in consistency, efficiency, and communications between providers, camp staff, and parents. As of 2012, survey respondents articulated need for a standard software to document summer camp healthcare practices that accounts for camp-specific needs. Improvement may be achieved if documentation software offers the networking capability, simplicity, pediatrics-specific features, and avoidance of
Samson, C.; Allstadt, K.; Melander, S.; Groskopf, A.; Driedger, C. L.; Westby, E.
The August 2015 GeoGirls program was a project designed to inspire girls to gain an appreciation and enthusiasm for Earth sciences using Mount St. Helens as an outdoor volcanic laboratory. Occupations in the field of science and engineering tend to be held by more males than females. One way to address this is to introduce girls to possible opportunities within the geosciences and encourage them to learn more about the dynamic environment in which they live. In 2015, the GeoGirls program sought to accomplish this goal through organizing a five day-long field camp for twenty middle school-aged girls, along with four high school-aged mentors and two local teachers. This group explored Mount St. Helens guided by female scientists from the USGS Cascade Volcano Observatory (CVO), the Mount St. Helens Institute (MSHI), UNAVCO, Boise State, Georgia Tech, University of Washington and Oregon State University. To introduce participants to techniques used by volcanologists, the girls participated in hands-on experiments and research projects focusing on seismology, GPS, terrestrial lidar, photogrammetry, water and tephra. Participants also learned to collect samples, analyze data and use microscopes. Through this experience, participants acquired strategies for conducting research by developing hypotheses, making observations, thinking critically and sharing their findings with others. The success of the GeoGirls program was evaluated by participant and parent survey questionnaires, which allowed assessment of overall enthusiasm and interest in pursuing careers in the geosciences. The program was free to participants and was run jointly by MSHI and CVO and funded by NSF, the American Association of University Women, the Association for Women Geoscientists, the Association of Environmental & Engineering Geologists and private donors. The program will run again in the summer of 2016.
The main objective of this diploma thesis is to outline various theories of work motivation, career growth and their practical application in sales team management within a sales organization. In the theoretical part the paper deals with the definition of essential terms including but not limited to motivation, work motivation, career and work career. Moreover, it focuses on selected motivational theories, basic criteria and current principles of managing the work career, career growth and de...
Council Ring has always been a very special event, remembered fondly by generations of campers. Taylor Statten Camps (TSC) are not the only camps to cherish such an activity. Across Canada there are dozens of camps that have supported "Indian" assemblies in the past, but a select few still do. Most organizations abandoned them during the…
Melissa N Gatter
Full Text Available Humanitarian efforts to build a model refugee camp when constructing Azraq camp in Jordan – drawing on what was supposed to have been learned in Za’atari camp – missed crucial aspects of Za’atari’s governance.
... 49 Transportation 4 2010-10-01 2010-10-01 false Movement of occupied camp cars. 218.80 Section 218... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION RAILROAD OPERATING PRACTICES Protection of Occupied Camp Cars § 218.80 Movement of occupied camp cars. Occupied cars may not be humped or flat switched unless coupled to...
Robinson, June Grube; And Others
This bilingual manual serves as a textbook for migrant Camp Health Aides. Camp Health Aides are members of migrant labor camps enlisted to provide information about health and social services to migrant workers and their families. The manual is divided into 12 tabbed sections representing lessons. Teaching notes printed on contrasting paper…
McKinney, Mary D.
One strain of E. coli is not usually found in foods, but has been related to consumption of undercooked ground beef. Symptoms are stomach cramps and diarrhea, and 2-7% of infections lead to hemolytic uremic syndrome, which is life threatening. Camps can prevent outbreaks by avoiding uncooked meat on overnight campouts and requiring appropriate…
Oakleaf, Linda; Grube, Angela Johnson
Employers are responsible for sexual harassment perpetrated by a supervisor. Camps may be responsible for sexual harassment between campers. Steps to reduce liability include providing multiple channels for reporting sexual harassment; having written policies prohibiting sexual harassment and procedures for reporting it; posting these policies and…
Jeter, LaVaughn V.
Youth diagnosed with "conduct disorder" are often placed in programs using forced compliance and coercive control. One type of intervention used to treat conduct disorder is the boot camp. The basic idea is that disruptive behaviors can be corrected by strict behavioral regulation and an emphasis on skills training (Weis & Toolis 2009; Weis,…
The treatment of homosexual inmates in Nazi concentration camps is a subject which was largely ignored by historians in both West and East Germany after the war. Not until the 1980s, when research began to focus on some of the lesser-known victims of Nazi terror, did attention shift to the fate of homosexuals. This process can be seen clearly at the Buchenwald Memorial in the former GDR, the site of the persecution and also the death of considerable numbers of prisoners identified by the pink triangle on their clothing. The persecution of homosexuals in Nazi Germany began in 1933, even before Buchenwald was built in 1937. The Nazis aimed to eradicate homosexuality, which they saw as a threat to the survival of the German people. Incarceration in concentration camps like Buchenwald marked a stage in the radicalization of Nazi policy against homosexuals. There they were subjected to the harshest conditions and treated as the lowest of the low in the camp hierarchy. They were continually exposed to the terror of the SS but also the latent prejudices of the rest of the camp population. The culminating points of their maltreatment in Buchenwald were the use of homosexuals in experiments to develop immunization against typhus fever and the attempt by an SS doctor to "cure" homosexuality through the implantation of sexual hormones.
Campers at the Virginia 4-H Shooting Education Camp receive intensive training from certified range coaches in shotgun, rifle, air rifle, air pistol, and archery. Such programs teach campers responsibility; develop character and self-concept; and promote safety, sportsmanship, and ethical behavior. Includes resources for developing a shooting…
L. J. Van Vuuren
Full Text Available Previously the authors reported on a study in which an attempt was made at defining and measuring the construct career resilience (Fourie & Van Vuuren, 1998. The present article continues this investigation by reporting on the relationship between career resilience and career anchors, as defined in Scheins (1975; 1978; 1990; 1992 career anchor model. The aim of the study was to determine whether career anchor patterning could potentially inhibit or facilitate individuals' levels of career resilience. The "Career Resilience Questionnaire" (CRQ (Fourie & Van Vuuren, 1998 together with Scheins (1990 "Career Orientations Inventory" (COI were administered to 352 skilled employees. The findings regarding the statistical relationship between the two constructs are discussed. Opsomming Loopbaanankers en loopbaangehardheid: supplementere konstrukte? In n vorige publikasie van Fourie en Van Vuuren (1998 is die bevindinge aangaande die afbakening en meting van die konstruk, loopbaangehardheid, gerapporteer. In die huidige artikel word die ondersoek voortgesit met 'n beskrywing van die verwantskap tussen loopbaangehardheid en loopbaanankers, soos gedefinieer in die loopbaanankermodel van Schein (1975; 1978; 1990; 1992. Die doel met die studie was om te bepaal of die mate van loopbaanankerontplooiing individuele vlakke van loopbaangehardheid potensieel fasiliteer ofinhibeer. Die "Career Resilience Questionnaire" (CRQ (Fourie & Van Vuuren, 1998 is tesame met die "Career Orientation Inventory" (COI (Schein, 1990 op 352 geskoolde werknemers geadministreer. Die bevindinge betreffende die statistiese verwantskap tussen die twee konstrukte word bespreek.
Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard
Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel…
Rodríguez, Armando Chapin
Scientists should learn to communicate effectively with their colleagues through long-term, sustained training instead of ad hoc, one-off "interventions" that may or may not occur during graduate school or postdoctoral work. Since such training may place unreasonable demands on research advisors, institutions should create career opportunities for "peer-peer communication teachers." Copyright © 2012 WILEY Periodicals, Inc.
Lamb, Richard; Annetta, Leonard; Vallett, David; Firestone, Jonah; Schmitter-Edgecombe, Maureen; Walker, Heather; Deviller, Nicole; Hoston, Douglas
Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection across the nation; specifically, in engineering and computer science. The authors' purpose was to examine an underlying profile combinations of latent…
Maslow, Gary R; Lobato, Debra
The first summer camps for children with burn injuries started over 25 years ago, and as of 2008, there were 60 camps worldwide. This review examines the literature on summer pediatric burn camps. The authors describe common characteristics of burn camp structure, activities, and staffing and then examine the scientific evidence regarding the effect of burn camp programs on campers and camp staff volunteers. A search of Pubmed and Psychinfo databases from 1970 to 2008 for articles related to pediatric burn summer camps identified 17 articles, of which 13 fit the inclusion criteria. Existing literature consists primarily of qualitative studies, suggesting that burn camp can decrease camper isolation, improve self-esteem, and promote coping and social skills. Studies examining volunteer staff at burn camp have consistently found that there are both personal and professional benefits. Quantitative studies of self-esteem have yielded equivocal results. No studies have examined safety or the effect of burn camp on medical or rehabilitation outcomes. For the past 25 years, pediatric summer camps for children with burn injuries have played an important rehabilitation role and provided a strong community that benefits both campers and staff. Future research using more rigorous research methods and examining a broader range of outcomes (eg, safety and medical/rehabilitation outcomes) is recommended.
Too often histories of the concentration camps tend to be ignorant of the wider political context of nazi repression and control. This article tries to overcome this problem. Combining legal, social and political history, it contributes to a more thorough understanding of the changing relationship between the camps as places of extra-legal terror and the judiciary, between nazi terror and the law. It argues that the conflict between the judiciary and the SS was not a conflict between "good" and "evil," as existing accounts claim. Rather, it was a power struggle for jurisdiction over the camps. Concentration camp authorities covered up the murders of prisoners as suicides to prevent judicial investigations. This article also looks at actual suicides in the pre-war camps, to highlight individual inmates' reactions to life within the camps. The article concludes that the history of the concentration camps needs to be firmly integrated into the history of nazi terror and the Third Reich.
Karla A. Henderson
Full Text Available Youth development specialists advocate that well designed, implemented, and staffed youth centered programs result in positive outcomes for young people. Youth organizations have provided opportunities for young people to participate in camping experiences for over a century. The purpose of this paper is to describe what program components were related to camp environments and positive youth development. We describe these program components related to positive youth development based on a large scale national study of ACA (American Camp Association accredited camps that included independent, religiously affiliated, government, and not-for-profit organizations. Based on the responses given by camp directors, contact and leadership from trained staff and the supportive relationships they provided were essential elements of camp. Other aspects leading to positive youth development in camps were program mission and structure along with elements of accountability, assessment of outcomes, and opportunities for skill building.
Análisis de la igualdad de oportunidades de género en la ciencia y la tecnología: Las carreras profesionales de las mujeres científicas y tecnólogas Analysis of equal gender opportunity in science and technology: The professional careers of women scientists and technologists Analysis of equal gender opportunity in science and technology. The professional careers of women scientists and technologists
Cristina Muñoz Illescas
determining the work trajectory of women scientists as well as the main difficulties that they have faced in their professional careers regarding promotion, pay and work-family balance. Moreover, the situation of women scientists in other countries is also analyzed. The results confirm the existence of gender inequality in the trajectory of women with professional careers devoted to Science and Technology. The final goal of this study is to determine the contribution of women who have pursued their professional careers in the field of Science at the highest level of training, as well as the proposals and actions aimed at young women scientists to enable them to achieve gender equality in their organizations.Design/methodology/focus: After the theoretical approach, a quantitative and qualitative methodology has been designed with a representative sample of women scientists and technologists from the Association of Women Researchers and Technologists (AMIT.Contributions and results: The few number of women engaged in the scientific field is made evident. It is also evident that the percentage of women scientists in Spain allows us to be optimistic about the development of scientific or technical careers when compared with the percentages in other countries. The results prove the existence of gender discrimination as well as the initiatives analyzed by women scientists that can be pursued, thereby adding new channels to be taken into account in this field.Originality/added value: The article constitutes a further step towards knowledge about gender equality and provides new channels for consideration in this field to help young women in Science to develop working environments that allow full gender equality to be achieved.Object: To analyze gender equality in the field of Science and Technology with the aim of determining the work trajectory of women scientists as well as the main difficulties that they have faced in their professional careers regarding promotion, pay and work
The conduct of American military physicians in prisoner of war (POW) camps has been called into question by the abuse scandals at Abu Ghraib and Guantánamo Bay. This essay explores the experiences of the first U.S. military physicians to confront POW patients in large numbers-events that occurred during the American Civil War. While POWs received sub-standard care in camps north and south, the war also saw the issuance of the first document to outline the rights of POWs. This ambivalence toward the proper care and treatment of the POW is evident in the career of Dr. Eugene Sanger, the first Union surgeon at the prison camp in Elmira, New York. Sanger demonstrated both concern about the sanitary condition of the camp and pride in the deaths of POWs as furthering the overall war aims. His cruelty attracted some censure, but Sanger never faced disciplinary action. He was honorably discharged and went on to become the Surgeon General of his home state. This article places his actions at Elmira in the context of medical ethics, Army orders, and Northern opinion in 1864, and it will argue that the lack of Federal response to Eugene Sanger's poor record while serving at the prison set a precedent for inferior medical care of POWs by American military physicians.
The S’Cool LAB Summer CAMP is an opportunity for high-school students (aged 16-19) from all around the world to spend 2 weeks exploring the fascinating world of particle physics. The 24 selected participants spend their summer at S’Cool LAB, CERN’s hands-on particle physics learning laboratory, for an epic programme of lectures and tutorials, team research projects, visits of CERN’s research installations, and social activities.
Success in today's economy means throwing out the old career rules. The "noncareer" career is driven by passion for the work and has the fluidity and flexibility needed in the contemporary workplace. (JOW)
... in Dentistry e-mail Print Share Careers in Dentistry A dental education opens up a world of ... accredited training programs in your area . Careers in Dentistry Be a Dentist General Dentistry Dental Specialties Dental ...
Describes career changes and retirement choices made by outgoing "career" superintendents. Choices ranged from teaching and consulting to administering philanthropic organizations and launching a charter-boat business. (MLH)
US Agency for International Development — CareerConnector is USAID's premiere recruiting tool. It is powered by Monster and integrated with www.usajobs.gov. CareerConnector tracks the progression of a...
A Journey to Discover the Four Elements Over the past few years, the Children’s Day-Care Centre and School (EVEE) of the CERN Staff Association has transformed into a summer camp for the four weeks of July. Every year, this summer camp welcomes up to 40 children from 4 to 6 years old. The camp offers a rich and varied program. This year, the theme was the four elements of life, and the children set out on a journey to discover a different element every week: WATER was the theme of the first week. What is water? What purpose does it serve? Where can we find it? With these questions and many others in mind, the children set out on a cruise, sailing across Lake Geneva to visit the Lake Geneva Museum in Nyon. All through the week, the children were able to discover the different properties of water by carrying out various scientific experiments. For instance, getting soaked can certainly help observe a simple property of water: it’s wet! Giggles guaranteed. The children made fancy hats and e...
Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields. PMID:25750480
CERN. Geneva; Dr. Vinkenburg, Claartje; Guinot, Genevieve
Excellence is a non-negotiable in science, a necessary condition for a successful careers as well as the funding of research projects. Scientific excellence is the sole criterion used by the European Research Council (ERC) to award frontier research grants. However, statistics show that there are still persistent inequalities between men and women scientists in ERC funding success as well as other career outcomes. Dr. Claartje Vinkenburg, of the VU University of Amsterdam, will illustrate two projects commissioned by the ERC Gender Balance Working Group to uncover and address this phenomenon. The first project [ERCAREER (Vinkenburg PI, 2012-2014)] is about unconventional careers and career breaks, and studies the gendered nature of career paths of ERC applicants. Findings show that “conventional careers” in science are inextricably tied to normative beliefs about the ideal academic, mobility, independence, and excellence. Allowing unconventional careers to address the issue results in ir...
In the eighties it was not common for girls to study engineering. But a few young girls have always been fascinated by science and technical applications and dared to go for a gender untypical education. What are these female engineers doing today? This paper describes the career development of a woman, who completed her Master of Science in Nuclear Engineering, found first a job in an international company as cooperator in the research group of radiation physics and later as head of technical support and quality assurance of medical systems and then succeeded in a competition to be recruited at the European Commission (EC). There she started as an assistant for the primary standardisation of radionuclides and high-resolution alpha-particle spectrometry including the preparation of radioactive sources in the radionuclide metrology sector at the Institute for Reference Materials and Measurements of the European Commission’s Joint Research Centre and consequently published her work in scientific journals. Today, 29 years later, I am the laboratory responsible for the preparation and characterisation of nuclear targets at EC-JRC-IRMM, leading a team that has unique know-how in the preparation of thin film deposits (called targets) tailor-made for nuclear physics measurements at the EC–JRC–IRMM and international accelerator sites. High quality measurements of nuclear data and materials are being asked for in the context of nuclear safety, minimisation of high level nuclear waste and safeguards and security. The different steps of my career development and the repeated process of managing learning, work, family and leisure are presented. The career path across different jobs and responsibilities and the career progress via a certification training programme are also explained to encourage the next generation of female professionals to continue playing a vital role in nuclear science and technology. (author)
Barnatt, Joan; Gahlsdorf Terrell, Dianna; D'Souza, Lisa Andries; Jong, Cindy; Cochran-Smith, Marilyn; Viesca, Kara Mitchell; Gleeson, Ann Marie; McQuillan, Patrick; Shakman, Karen
Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after…
Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.
This resource is designed to provide Ohio labor market information for use with advisory committees to stimulate and inform dialogue about the current evaluation and future planning of programs. It provides reports for 23 career fields in 6 career clusters. Each report highlights careers and occupations in the field and answers these questions:…
Gardner, Diane L.
A longitudinal, repeated-measures descriptive survey used to measure career commitment and its relationship to turnover and work performance in 320 newly employed registered nurses at one hospital found that career commitment is not a stable phenomenon. The direct association between career commitment and turnover and with job performance is weak.…
Acklie, Deanna S.
Women in the United States are underrepresented in science related careers. The Wonderwise curriculum was designed to encourage young women to become more involved in science and science careers. The Wonderwise kits have won numerous awards for quality science curriculum for formal educational environments. In 2000 the kits were adapted and new kits were developed to meet the needs of a nonformal Teaming environment (i.e., 4-H). The kits contain a video field trip with a featured female scientist demonstrating her work, an activity guidebook with five activities based on this scientist's work, and a CD-Rom serving as an additional resource. This study contributes to our understanding of a group of 4H youth who used the Wonderwise curriculum. It describes their view on science, their perspective about people who do science, the importance of role models within their lives, and their career visions. This study was a multi-method case study design. The subjects were youth ages 9--11 involved in 4H events in a three state area. Events such as overnight camps, day camps, special events and after school programs featuring the Wonderwise curriculum were used as sites for this study. The subjects studied in the Wonderwise 4-H project were primarily female youth who had some interest in science. Nearly half were Caucasian; the remainder were Hispanic, African American and Native American. The 25 youth involved in this study took part in a semi-structure interview process including four research methodologies: open-ended questions, drawing or writing a story about the featured scientist, a card sort activity and a relationship map drawn by the youth. Youths' prior experiences in formal, informal and nonformal settings impacted how they made sense of and incorporated Wonderwise experiences in their frame of reference. Through the experiential learning process youth experienced science activities and connected to individuals with science backgrounds, particularly those
Farrand, Kathleen; Wild, Tiffany A.; Hilson, Margilee P.
The purpose of this pilot study was to determine students' self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if self-efficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was…
This study is conducted with 56 recently retired full-time sports coaches to examine the importance of career awareness, postsport career planning, and career transition needs. Results indicate that the individuals do not have a high level of career awareness, have done relatively little postsport career planning during their coaching careers, and…
Growing Community Roots for the Geosciences in Miami, Florida, A Program Aimed at High School and Middle School Students to Increase Awareness of Career and Educational Opportunities in the Geosciences
Whitman, D.; Hickey-Vargas, R.; Gebelein, J.; Draper, G.; Rego, R.
Growing Community Roots for the Geosciences is a 2-year pilot recruitment project run by the Department of Earth and Environment at Florida International University (FIU) and funded by the NSF OEDG (Opportunities for Enhancing Diversity in the Geosciences) program. FIU, the State University of Florida in Miami is a federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. The goal of this project is to inform students enrolled in the local middle and high schools to career opportunities in the geosciences and to promote pathways for underrepresented groups to university geoscience degree programs. The first year's program included a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students in the public school system. The teacher workshop was attended by 20 teachers who taught comprehensive and physical science in grades 6-8. It included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, interpretation of landform with Google Earth imagery, and a field trip to a local working limestone quarry. On the first day of the workshop, participants were surveyed on their general educational background in science and their familiarity and comfort with teaching basic geoscience concepts. On the final day, the teachers participated in a group discussion where we discussed how to make geoscience topics and careers more visible in the school curriculum. The 2-week summer camp was attended by 21 students entering grades 9-12. The program included hands on exercises on geoscience and GIS concepts, field trips to local barrier islands, the Everglades, a limestone quarry and a waste to energy facility, and tours of the NOAA National Hurricane Center and the FIU SEM lab. Participants were surveyed on their general educational background
Sodicoff, M.; Conger, A.D.
Most earlier studies showing a radioprotective effect by cAMP show only slight degrees of protection. The present study demonstrates a substantial protective effect (DMF, 1.63) of exogenously administered cAMP on the rat parotid gland and supports the mechanism suggested previously for protection afforded the parotid glands by the β-adrenergic agonist isoproterenol, which is known to elevate endogenous intracellular cAMP
Anand P; Chaukimath; Srikanth; Koli
BACKGROUND: Dementia is an emerging medico social problem affecting elderly, and poses a challenge to clinician and caregivers. It is usually identified in late stage where management becomes difficult. AIM: The aim of camp was to identify dementia in elderly population participating in screening camp. MATERIAL AND METHODS : The geriatric clinic and department of psychiatry jointly organised screening camp to detect dementia in elderly for five days in Sept...
By Carolynne Keenan, Contributing Writer Frederick County Public School students have a unique opportunity—a chance to get a real-world, hands-on experience in biomedical science and biotechnology before they even graduate from high school, thanks to the Frederick County Career and Technology Center (CTC). Several years ago, the CTC established its biomedical sciences program
Peffer, Melanie; Renken, Maggie
Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. PMID:27881446
Full Text Available In major German concentration camps, museums were set up with the aim of collecting exhibits and displaying them within a Rassenkunde (race science framework. As the discourse of racial anthropology was built on the rhetoric of the difference between the ‘pure’ races and people with ‘inferior hereditary quality,’ SS museums put on display ‘pieces of evidence’ with a view to rendering present and visible that which was absent and invisible: the hierarchical order of different races. Thus, collections displayed in SS museums in concentration camps were instrumental in the process of defining the Aryan Übermensch (superhuman as the personification of all desirable physical, cultural and intellectual attributes, born to conquer and rule the world as a member of the Herrenvolk (master race, and the non-Aryan, above all the Jewish Untermensch (subhuman as his opposite, a radically other and barely human, suitable only for menial chores.The first museum established in German concentration camps was opened in Dachau early in the 1930s. Similar museums worked in other German concentration camps (Buchenwald, Mauthausen and Auschwitz. The richest was the museum in Gusen I, the sub-camp of Mauthausen. In autumn 1940, when the SS began with the construction of a railway between KZ Gusen I and St Georgen railway station, a grave-yard from the Bronze-Age was found. All the finds were housed in an archaeological museum that was established at the Museumsbaracke (museum barrack within the camp. By the side of archaeological findings, human skins, skulls and body parts were put on view. At the time of the liberation of Gusen I, on 5 May 1945, a collection of 286 body parts was found and a voluminous album with fragements of tattooed human skin. Today, from all the SS museums’ anthropological exhibits not a single one is on display in the museum exhibitions set up in the former concentration camps. So far, these establishments also escaped the
Full Text Available In major German concentration camps, museums were set up with the aim of collecting exhibits and displaying them within a Rassenkunde (race science framework. As the discourse of racial anthropology was built on the rhetoric of the difference between the ‘pure’ races and people with ‘inferior hereditary quality,’ SS museums put on display ‘pieces of evidence’ with a view to rendering present and visible that which was absent and invisible: the hierarchical order of different races. Thus, collections displayed in SS museums in concentration camps were instrumental in the process of defining the Aryan Übermensch (superhuman as the personification of all desirable physical, cultural and intellectual attributes, born to conquer and rule the world as a member of the Herrenvolk (master race, and the non-Aryan, above all the Jewish Untermensch (subhuman as his opposite, a radically other and barely human, suitable only for menial chores.The first museum established in German concentration camps was opened in Dachau early in the 1930s. Similar museums worked in other German concentration camps (Buchenwald, Mauthausen and Auschwitz. The richest was the museum in Gusen I, the sub-camp of Mauthausen. In autumn 1940, when the SS began with the construction of a railway between KZ Gusen I and St Georgen railway station, a grave-yard from the Bronze-Age was found. All the finds were housed in an archaeological museum that was established at the Museumsbaracke (museum barrack within the camp. By the side of archaeological findings, human skins, skulls and body parts were put on view. At the time of the liberation of Gusen I, on 5 May 1945, a collection of 286 body parts was found and a voluminous album with fragements of tattooed human skin. Today, from all the SS museums’ anthropological exhibits not a single one is on display in the museum exhibitions set up in the former concentration camps. So far, these establishments also escaped the
Full Text Available This article presents a case study exploring the use of a student Coding Camp as a bottom-up mobile design process to generate library mobile apps. A code camp sources student programmer talent and ideas for designing software services and features. This case study reviews process, outcomes, and next steps in mobile web app coding camps. It concludes by offering implications for services design beyond the local camp presented in this study. By understanding how patrons expect to integrate library services and resources into their use of mobile devices, librarians can better design the user experience for this environment.
Jaimie L. Miller
Full Text Available We report preliminarily on the efficacy of an innovative, STEM education project for middle-school youth participating in outof- school-time programs, targeting girls and students from underrepresented communities. Participating students attend urban schools in Eastern Massachusetts. The two main goals for the technology-based project are to inspire the participants to consider STEM careers and increase the student mastery of fundamental STEM subject matter. The students control robotic telescopes – either from school or home – to acquire and then process images of solar system and deep space objects. Project teachers attend workshops to become adept at using the robotic telescopes, meet weekly with the students, pilot project curricula, collaborate with staff to plan and supervise field trips and star parties, and assist in all project evaluation. There are both academic and non-academic partners; the latter include amateur astronomers and retired engineers. We use an online system to evaluate teacher and student subject matter knowledge and survey students and parents about STEM careers.
Parker, P.; Khapova, S.N.; Arthur, M.B.
This paper examines how separate behavioral science disciplines can be brought together to more fully understand the dynamics of contemporary careers. We adopt one interdisciplinary framework - that of the "intelligent career" - and use it to examine how separate disciplinary approaches relate to
Caron, Sylvie; Gündisch, Rainer; Marchand, Alain; Stahl, Karl-Hermann
The FICAPS Project has been established as a Project of the European Defence Agency based on an initiative of Germany and France. Goal of this Project was to derive Guidelines, which by a proper implementation in future developments improve Camp Protection Systems (CPS) by enabling and improving interoperability between Camp Protection Systems and its Equipments of different Nations involved in multinational missions. These Guidelines shall allow for: • Real-time information exchange between equipments and systems of different suppliers and nations (even via SatCom), • Quick and easy replacement of equipments (even of different Nations) at run-time in the field by means of plug and play capability, thus lowering the operational and logistic costs and making the system highly available, • Enhancement of system capabilities (open and modular systems) by adding new equipment with new capabilities (just plug-in, automatic adjustment of the HMI Human Machine Interface) without costly and time consuming validation and test on system level (validation and test can be done on Equipment level), Four scenarios have been identified to summarize the interoperability requirements from an operational viewpoint. To prove the definitions given in the Guideline Document, a French and a German Demonstration System, based on existing national assets, were realized. Demonstrations, showing the capabilities given by the defined interoperability requirements with respect to the operational scenarios, were performed. Demonstrations included remote control of a CPS by another CPS, remote sensor control (Electro-Optic/InfraRed EO/IR) and remote effector control. This capability can be applied to extend the protection area or to protect distant infrastructural assets Demonstrations have been performed. The required interoperability functionality was shown successfully. Even if the focus of the FICAPS project was on camp protection, the solution found is also appropriate for other
"The physicist Professor Elizabeth (Betty) Johnson, who has died aged 66, was a major force in the establishment of the Daphne Jackson Trust in 1992 to help women returning to science after a career break. She worked tirelessly to encourage women into science, both through her own example as a female scientist and her advocacy of science as a career" (1/2 page).
Baird, Kate A.; And Others
Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…
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Jun-Wei, Wang; Tian-Shou, Zhou
In this paper, we develop a new mathematical model for the mammalian circadian clock, which incorporates both transcriptional/translational feedback loops (TTFLs) and a cAMP-mediated feedback loop. The model shows that TTFLs and cAMP signalling cooperatively drive the circadian rhythms. It reproduces typical experimental observations with qualitative similarities, e.g. circadian oscillations in constant darkness and entrainment to light–dark cycles. In addition, it can explain the phenotypes of cAMP-mutant and Rev-erbα −/− -mutant mice, and help us make an experimentally-testable prediction: oscillations may be rescued when arrhythmic mice with constitutively low concentrations of cAMP are crossed with Rev-erbα −/− mutant mice. The model enhances our understanding of the mammalian circadian clockwork from the viewpoint of the entire cell. (cross-disciplinary physics and related areas of science and technology)
Mackay, Steven D.
Lisa McNair, an assistant professor with the department of engineering education, has won a $403,000 National Science Foundation Faculty Early Career Development (CAREER) grant to help engineering graduate students develop as reflective practitioners by using e-portfolios that could enrich their own careers.
Sweeney, Jennifer K.; Villarejo, Merna
This qualitative, retrospective study explored how educational experiences provided as part of an undergraduate intervention program helped to shape career decisions for minority biology students. A key goal for the program is to increase minority entry into science research and teaching careers, yet actual career choice has not been studied.…
for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements. 1. Creating opportunity, structure and access 2. Entering a community and increasing visibility 3. Providing guidance in communities 4. Exploring potentials in guidance situations 5...... in career guidance practices as well as in the lives of the people in the communities. This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities......The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change...
Atiyeh, B.S.; Gunn, S.W.A.
Summary In the past five years, no fewer than 15 conflicts have brought unspeakable tragedy and misery to millions across the world. At present, nearly 20 people are forcibly displaced every minute as a result of conflict or persecution, representing a crisis of historic proportions. Many displaced persons end up in camps generally developing in an impromptu fashion, and are totally dependent on humanitarian aid. The precarious condition of temporary installations puts the nearly 700 refugee camps worldwide at high risk of disease, child soldier and terrorist recruitment, and physical and sexual violence. Poorly planned, densely packed refugee settlements are also one of the most pathogenic environments possible, representing high risk for fires with potential for uncontrolled fire spread and development over sometimes quite large areas. Moreover, providing healthcare to refugees comes with its own unique challenges. Internationally recognized guidelines for minimum standards in shelters and settlements have been set, however they remain largely inapplicable. As for fire risk reduction, and despite the high number of fire incidents, it is not evident that fire safety can justify a higher priority. In that regard, a number of often conflicting influences will need to be considered. The greatest challenge remains in balancing the various risks, such as the need/cost of shelter against the fire risk/cost of fire protection. PMID:29849526
Moche, Dinah L.
Describes a research project in which multimedia packets were developed showing the lifestyles of six successful female scientists and the evaluation of the effectiveness of materials developed to improve the attitudes of students toward careers for females in science. (CP)
Technical career opportunities in high-level radioactive waste management are briefly described in the areas of: Hydrology; geology; biological sciences; mathematics; engineering; heavy equipment operation; and skilled labor and crafts
Jan 31, 2013 ... Keywords Absorbing Markov Chain; Academic Staff; Career Pattern; Grade; Faculty. INTRODUCTION ... faculty is created from the then Faculty of Science ..... who already have PhD with cognate teaching and research ...
Sheikhi, Mohammad Reza; Fallahi-Khoshnab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh
Nurses require certain skills for progression in their field. Identifying these skills can provide the context for nursing career advancement. This study aimed to identify the skills needed for nurses' career advancement. A qualitative approach using content analysis was adopted to study a purposive sample of eighteen nurses working in teaching hospitals affiliated with the Qazvin, Shahid Beheshti, and Iran Universities of Medical Sciences. The data were collected through semi-structured interviews, and analyzed using conventional content analysis. The three themes extracted from the data included interpersonal capabilities, competency for career success, and personal capacities. The results showed that acquiring a variety of skills is essential for career advancement. The findings showed that personal, interpersonal, and functional skills can facilitate nurses' career advancement. The effects of these skills on career advancement depend on a variety of conditions that require further studies.
Sheikhi, Mohammad Reza; Fallahi-Khoshnab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh
Background Nurses require certain skills for progression in their field. Identifying these skills can provide the context for nursing career advancement. Objectives This study aimed to identify the skills needed for nurses’ career advancement. Materials and Methods A qualitative approach using content analysis was adopted to study a purposive sample of eighteen nurses working in teaching hospitals affiliated with the Qazvin, Shahid Beheshti, and Iran Universities of Medical Sciences. The data were collected through semi-structured interviews, and analyzed using conventional content analysis. Results The three themes extracted from the data included interpersonal capabilities, competency for career success, and personal capacities. The results showed that acquiring a variety of skills is essential for career advancement. Conclusions The findings showed that personal, interpersonal, and functional skills can facilitate nurses’ career advancement. The effects of these skills on career advancement depend on a variety of conditions that require further studies. PMID:27556054
Craig, Cecilia Dosh-Bluhm
The fields of engineering, computer science, and physics have a paucity of women despite decades of intervention by universities and organizations. Women's graduation rates in these fields continue to stagnate, posing a critical problem for society. This qualitative grounded theory (GT) study sought to understand how robotics programs influenced young women's career decisions and the program's effect on engineering, physics, and computer science career interests. To test this, a study was mounted to explore how the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition (FRC) program influenced young women's college major and career choices. Career theories suggested that experiential programs coupled with supportive relationships strongly influence career decisions, especially for science, technology, engineering, and mathematics careers. The study explored how and when young women made career decisions and how the experiential program and! its mentors and role models influenced career choice. Online focus groups and interviews (online and face-to-face) with 10 female FRC alumnae and GT processes (inductive analysis, open coding, categorizations using mind maps and content clouds) were used to generate a general systems theory style model of the career decision process for these young women. The study identified gender stereotypes and other career obstacles for women. The study's conclusions include recommendations to foster connections to real-world challenges, to develop training programs for mentors, and to nurture social cohesion, a mostly untapped area. Implementing these recommendations could help grow a critical mass of women in engineering, physics, and computer science careers, a social change worth pursuing.
This book is based on two symposia of the American Chemical Society (ACS): 1) “The Transnational Practice of Chemistry and Allied Sciences and Engineering: Study, Research and Careers without Borders” held at the Spring National Meeting in Denver in March 2015, and 2) “International Entrepreneurship...
School of Psychology, College of Education and Behavioral Sciences, Addis Ababa University, Ethiopia. ... to take more demanding courses and development and use of career plans (Day as cited in. Yilfashewa, 2011). .... decision-making style, integration of life roles, value expression, and life-role self-concepts. (Herr et ...
Maynard, David A.
This document begins with a four-page performance report describing how the Camp Verde Adult Reading Program site was relocated to the Community Center Complex, and the Town Council contracted directly with the Friends of the Camp Verde Library to provide for the requirements of the program. The U.S. Department of Education grant allowed the…
Salerno, Anthony W.
Explores origins of boot camp concept and application of its principles to juvenile delinquents. Offers eight-point critique of concept itself. Concludes with alternative: combination of intermittent incarceration (lasting at least six months and comprised of "no frills" camp for one week, followed by weekends gradually spaced further…
Neff, John M.
The arrival of summer signals a season of endless days of swimming, fishing, summer camps, and other outdoor activities. For children with chronic or terminal illnesses, it can be difficult to participate in many of these activities as well as challenging for parents to find summer camps that not only engage their children, but also offer the…
Bryant, B; Rabbitts, D; Shover, J; Torres, M; VanDerHeyden, B; Violand-Jones, S
Motivation, quality improvement, productivity enhancement. These are just some of the benefits of an effective career ladder program. The key term here is effective. It is easy for laboratory personnel to stagnate professionally if they do not have a career ladder program, but it is even easier for them to become frustrated--even cynical--over a program that fails to live up to its expectations to encourage, support, and reward professional advancement. If you have been looking form some ideas to get your own career ladder program off the ground, the following responses from your colleagues may help as CLMR asks: What makes your career ladder program effective?
Full Text Available The purpose of this study was to examine how Slovak athletes experience dual career (the combination of an athletic career with education and/or work. The study strived to gain an understanding of the athletes’ attitudes towards education as well as perceived difficulties and supporting elements in pursuing dual career. Five athletes were interviewed once for approx. 105 min. The interviews and data analysis were based on Intepretative Phenomenological Analysis (IPA and the interviews were focused on their experience in combining an athletic career with education or work. The athletes experienced dual career as manageable as long as they were assisted by at least simple supportive structures and provided flexible arrangements. Peers had played an important role in athletes’ decision-making concerning dual career and in providing social support when facing challenges within dual career. The teachers’ prejudice against the athletes based on their athletic role and the lack of dual career structures appeared to be significant deficiencies in dual career support. Finally, the analysis revealed the negative perception of athletes and sport science students by educational representatives. This perception may be a hurdle to be overcome in future dual career development.
Shin, Sook; Yu, Mi
This study aimed to present and test a structural model for describing and predicting the factors affecting subjective career satisfaction of nurses experiencing rotation and to develop human resources management strategies for promoting their career satisfaction related to rotation. In this cross-sectional study, we recruited 233 nurses by convenience sampling who had over 1 year of career experience and who had experienced rotation at least once at G university hospital. Data were collected from August to September in 2016 using self-reported questionnaires. The exogenous variables consisted of rotation perception and rotation stress. Endogenous variables consisted of career growth opportunity, work engagement, and subjective career satisfaction. A hypothetical model was tested by asymptotically distribution-free estimates, and model goodness of fit was examined using absolute fit, incremental fit measures. The final model was approved and had suitable fit. We found that subjective career satisfaction was directly affected by rotation stress (β=.20, p=.019) and work engagement (β=.58, pcareer growth opportunity and work engagement. However, there was no total effect of rotation stress on subjective career satisfaction (β=-.09, p=.270). Career growth opportunity directly and indirectly affected subjective career satisfaction (β=.29, pcareer satisfaction. The results of this study suggest that it is necessary to establish systematic and planned criteria for rotation so that nurses can grow and develop through sustained work and become satisfied with their career. © 2017 Korean Society of Nursing Science
Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.
The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.
Full Text Available The article analyzes different approaches to study of models of constructing the employment career in current environment. The changes having taken place in interrelationsbetween employees and organizations over recent 15 years led to changes in their mutual expectations including the ones concerning the career development. Boundaryless career based on career mobility and protean career based on subjective understanding of career success are regarded as alternatives to traditional careers. The main attributes of “new careers” are: an increased independence in employee-organization dyads, low level of mutual obligations, freedom of choice, self-actualization, priority of career loyalty and self-management in contrast to organization loyalty. Changes in career conceptualizing inevitably led to revision of career competences. Traditional professional competences give way to career meta-competences like adaptiveness, capacity for education, self-management, taking responsibility. At the same time empirical studies displaya prematurity of statements about the expressed loss of interest to traditional careers.