Sample records for science career trajectories
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Interpreting Early Career Trajectories
Barnatt, Joan; Gahlsdorf Terrell, Dianna; D'Souza, Lisa Andries; Jong, Cindy; Cochran-Smith, Marilyn; Viesca, Kara Mitchell; Gleeson, Ann Marie; McQuillan, Patrick; Shakman, Karen
2017-01-01
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…
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Fadigan, Kathleen A.; Hammrich, Penny L.
2004-10-01
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.
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Haun-Frank, Julie
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.
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Psychology Degrees: Employment, Wage, and Career Trajectory Consequences.
Rajecki, D W; Borden, Victor M H
2011-07-01
Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates-compared with those from certain preprofessional and technical undergraduate programs-generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master's degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field. © The Author(s) 2011.
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A mixed-methods study of mid-career science teachers: The growth of professional empowerment
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
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Minority Stress across the Career-Lifespan Trajectory
Dispenza, Franco; Brown, Colton; Chastain, Taylor E.
2016-01-01
Sexual minority persons (e.g., lesbian, gay, bisexual, and queer) are likely to encounter "minority stress", such as discrimination, concealment, expectation of rejection, and internalized heterosexism. Minority stress occurs alongside one's lifespan and has considerable implications in the context of the career lifespan trajectory.…
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Directory of Open Access Journals (Sweden)
A A Kurakin
2013-12-01
Full Text Available The case study of a district in the Novgorod region shows some scenarios of recruiting new employees in the district and town municipalities, their work motivation and the most plausible career trajectories. The author argues that on the municipal level (district or its administrative center there are parallel career ladders for the top-ranked municipal clerks and for the rest of the municipal staff: the career trajectory of the high-ranked clerks can be described as a step-by-step trajectory, while the one of the lower-ranked employees — as a shuttle trajectory. There is an almost insurmountable border line between these two levels of municipal hierarchy, an obstacle for implementing the classical Weberian characteristics of “proper” bureaucracy: meritocratic recruitment and workers’ promotion and predictable long-term career ladders.
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Hill, Elspeth; Vaughan, Suzanne
2013-06-01
Over 60% of UK medical students are female, yet only 33% of applicants to surgical training are women. Role modelling, differing educational experiences and disidentification in female medical students have been implicated in this disparity. We are yet to fully understand the mechanisms that link students' experiences with national trends in career choices. We employ a hitherto unused concept from the theory of communities of practice: paradigmatic trajectories. These are visible career paths provided by a community and are cited by Wenger as potentially the most influential factors shaping the learning of newcomers. We pioneer the use of this theoretical tool in answering the research question: How do paradigmatic trajectories shape female medical students' experiences of surgery and subsequent career intentions? This qualitative study comprised a secondary analysis of data sourced from 19 clinical medical students. During individual, in-depth, semi-structured interviews, we explored these students' experiences at medical school. We carried out thematic analysis using sensitising concepts from communities of practice theory, notably that of 'paradigmatic trajectories'. Female students' experiences of surgery were strongly gendered; they were positioned as 'other' in the surgical domain. Four key processes--seeing, hearing, doing and imagining--facilitated the formation of paradigmatic trajectories, on which students could draw when making career decisions. Female students were unable to see or identify with other women in surgery. They heard about challenges to being a female surgeon, lacked experiences of participation, and struggled to imagine a future in which they would be successful surgeons. Thus, based on paradigmatic trajectories constructed from exposure to surgery, they self-selected out of surgical careers. By contrast, male students had experiences of 'hands-in' participation and were not marginalised by paradigmatic trajectories. The concept of the
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Schoolchildren’s Career Trajectory Рlanning: Focus on “Want”, “Can” and “Need”
Valery A.; Evgenia A.
2018-01-01
Introduction: future youth career trajectory planning in Russian society is conditioned on by a strong gap in supply and demand in a labor market and educational services market in terms of its professional qualification structure. There are several reasons for such gap but one of them is that pupils’ vocational guidance is traditionally aimed at university or college choice for education rather than building conscious individual career trajectory taking into account occupations demand. The g...
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Parents' and children's beliefs about science and science careers
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
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An Informal Science Education Program's Impact on STEM Major and STEM Career Outcomes
Habig, Bobby; Gupta, Preeti; Levine, Brian; Adams, Jennifer
2018-04-01
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.
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Career cartography: a conceptualization of career development to advance health and policy.
Feetham, Suzanne; Doering, Jennifer J
2015-01-01
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.
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Data Wrangling Within Different Astronomy Career Trajectories
Guillen, Reynal; Gu, D.; Holbrook, J.; Murillo, L.; Traweek, S.
2012-01-01
Five kinds of astronomers work with large data sets: cosmologists, data analysts, instrumentation people, observers, and numerical theorists. Each of these career trajectories can diverge and converge in and out of collaborations with each other and perform different kinds of work. Nonetheless, each group defines and wrangles data differently. This poster characterizes their different meanings of data, analytic skills, techniques, and technologies. It also identifies some sites and patterns of convergence. We plot these collaborative relationships in bi-partite graphs. These emergent characteristics of the astronomy workforce have implications for curricula, pedagogies, and the division of labor in research collaborations.
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Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories.
Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta
2001-01-01
Tested a structural model of the network of sociocognitive influences shaping children's career aspirations and trajectories among 272 early adolescents. Found that subjects' perceived efficacy rather than their actual academic achievement was the key determinant of their perceived occupational self-efficacy and preferred choice of worklife.…
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Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue
2017-08-01
Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.
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Career education attitudes and practices of K-12 science educators
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.
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The Career Trajectories of English Language Teachers. Oxford Studies in Comparative Education
Haworth, Penny, Ed.; Craig, Cheryl, Ed.
2016-01-01
This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting…
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Holmes, Seth M; Karlin, Jennifer; Stonington, Scott D; Gottheil, Diane L
2017-03-21
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
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Undergraduate female science-related career choices: A phenomenological study
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.
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Career performance trajectories of Olympic swimmers: benchmarks for talent development.
Allen, Sian V; Vandenbogaerde, Tom J; Hopkins, William G
2014-01-01
The age-related progression of elite athletes to their career-best performances can provide benchmarks for talent development. The purpose of this study was to model career performance trajectories of Olympic swimmers to develop these benchmarks. We searched the Web for annual best times of swimmers who were top 16 in pool events at the 2008 or 2012 Olympics, from each swimmer's earliest available competitive performance through to 2012. There were 6959 times in the 13 events for each sex, for 683 swimmers, with 10 ± 3 performances per swimmer (mean ± s). Progression to peak performance was tracked with individual quadratic trajectories derived using a mixed linear model that included adjustments for better performance in Olympic years and for the use of full-body polyurethane swimsuits in 2009. Analysis of residuals revealed appropriate fit of quadratic trends to the data. The trajectories provided estimates of age of peak performance and the duration of the age window of trivial improvement and decline around the peak. Men achieved peak performance later than women (24.2 ± 2.1 vs. 22.5 ± 2.4 years), while peak performance occurred at later ages for the shorter distances for both sexes (∼1.5-2.0 years between sprint and distance-event groups). Men and women had a similar duration in the peak-performance window (2.6 ± 1.5 years) and similar progressions to peak performance over four years (2.4 ± 1.2%) and eight years (9.5 ± 4.8%). These data provide performance targets for swimmers aiming to achieve elite-level performance.
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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
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Kovalchik, Stephanie A; Bane, Michael K; Reid, Machar
2017-10-01
Official rankings are the most common measure of success in professional women's tennis. Despite their importance for earning potential and tournament seeding, little is known about ranking trajectories of female players and their influence on career success. Our objective was to conduct a comprehensive study of the career progression of elite female tennis talent. The study examined the ranking trajectories of the top 250 female professionals between 1990 and 2015. Using regression modelling of yearly peak rankings, we found a strong association between the shape of the ranking trajectory and the highest career ranking earned. Players with the highest career peak ranking were the youngest when first ranked. For example, top 10 players were first ranked at age 15.5 years (99% CI = 14.8-15.9), 1.2 years (99% CI = 0.8-1.5) earlier than top 51-100 players. Top 10 players were also ranked in the top 100 longer than other players, holding a top 100 ranking until a mean age of 29.0 years (99% CI = 27.8-30.3) compared with age 24.4 years (99% CI = 23.7-25.2) for top 51-100 players. Ranking trajectories were more distinct with respect to player age than years from first ranking. The present study's findings will be instructive for players, coaches, and administrators in setting goals and assessing athlete development in women's tennis.
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Pre-Professional Ideologies and Career Trajectories of the Allied Professional Undergraduate Student
Hosein, Anesa; Rao, Namrata
2017-01-01
Undergraduate students sometimes pursue degrees that are aimed at allied jobs. This research examines how students in one allied professional degree, education studies, conceptualise their pre-professional ideology and how these ideologies relate to their intended career trajectory. The research draws upon a year-long qualitative survey of over 70…
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Krogh, Lars Brian; Andersen, Hanne Moeller
2013-04-01
We have followed a group of students in the potential pipeline for science through their last years of upper secondary school and in the context of a university mentorship program. The student group is defined by their choice of Mathematics at A-level which is mandatory for admission to tertiary STEM education in Denmark. Rich data (repeated interviews, questionnaires (pre-and post-) and observations) from 14 target students have been collected. Using Late Modern identity theory as a lens, we have analysed students' identity narratives in order to establish their trajectories in relation to university in general, and towards science studies and science careers in particular. We find that the diversity of students' educational identity narratives can be characterized and their trajectories understood in terms of a Four Factor Framework comprising: general identity process orientations (reflecting, committing, exploring), personal values, subject self-concepts and subject interests. In various ways these constructs interact and set the range and direction of the students' searches for future education and careers. Our longitudinal study suggests that they have enough permanence to enable us to hypothesize more or less secured paths of individual students to tertiary science (or other areas of academia).
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Hendrickson, Ryan C.; Mueller, Melinda A.; Strand, Jonathan R.
2011-01-01
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…
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Generating Youth Interest in Science Careers Through 4-H Health Science Explorations
Directory of Open Access Journals (Sweden)
Thomas Hutson
2012-06-01
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.
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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
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Valk, Reimira; van der Velde, E.G.; van Engen, Marloes; Godbole, R.
2014-01-01
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
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Alternative careers in science leaving the ivory tower
2006-01-01
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.
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Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers
Rybarczyk, Brian J.; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda
2016-01-01
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…
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Directory of Open Access Journals (Sweden)
Suzana Koelet
2015-03-01
Full Text Available Objective: This article examines the diverse ways in which young adults develop both their professional career and family life in the years immediately after they complete their education. Building a career and starting a family often occur simultaneously in this stage of life. By studying the simultaneous developments in these life domains, we can gain a better understanding of this complex interplay. Methods: The data consist of a sample of 1,657 young adults born in 1976 who were interviewed as part of the SONAR survey of Flanders at ages 23, 26, and 29 about their education, their entry into and early years on the labour market, and their family life. Sequence analysis is used to study the timing of union formation and having children among these young adults, as well as how these events are related to their work career. Multinomial regression analysis is applied to help us gain a better understanding of the extent to which these life course patterns are determined by education and economic status at the start of the career. Results: The results reveal a set of work-family trajectories which vary in terms of the extent of labour market participation and the type and timing of family formation. Various aspects of the trajectory are found to be determined by different dimensions of an individual's educational career (duration, level, field of study. Education is more relevant for women than for men, as a man's trajectory is more likely than a woman's to be determined by the first job. Conclusions: By using a simultaneous approach which takes into account both family and work, this life course analysis confirms that men have a head start on the labour market, and examines the factors which influence the distinct trajectories of young women and men.
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Science Careers and Disabled Students.
Jagoda, Sue; Cremer, Bob
1981-01-01
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)
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Jacobowitz, Tina
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.
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Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula
2018-01-01
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 ...
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The "new normal": Adapting doctoral trainee career preparation for broad career paths in science.
Directory of Open Access Journals (Sweden)
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.
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Data Science Careers: A Sampling of Successful Strategies, Pitfalls, and Persistent Challenges
Stocks, K. I.; Duerr, R.; Wyborn, L. A.; Yarmey, L.
2015-12-01
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.
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Department of Energy - Office of Science Early Career Research Program
Horwitz, James
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/
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Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence
2013-01-01
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…
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Explore a Career in Health Sciences Information
... 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 ...
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Valk, R.; van der Velde, E.G.; van Engen, Marloes
2014-01-01
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
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Career Services | College of Engineering & Applied Science
@ 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
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Schoolchildren’s Career Trajectory Рlanning: Focus on “Want”, “Can” and “Need”
Directory of Open Access Journals (Sweden)
Valery A.
2018-03-01
Full Text Available Introduction: future youth career trajectory planning in Russian society is conditioned on by a strong gap in supply and demand in a labor market and educational services market in terms of its professional qualification structure. There are several reasons for such gap but one of them is that pupils’ vocational guidance is traditionally aimed at university or college choice for education rather than building conscious individual career trajectory taking into account occupations demand. The goal of the article is to justify the need to adjust benchmarks for early career guidance and build it on the basis of future career path designing taking into account all career guidance. Materials and Methods: the research methodology is based on a transparent information environment principle application that takes into account all three components of professional choice: “want”, “can” and “need”. This principle is rooted on a comparative theoretical analysis of foreign and domestic approaches to vocational guidance. Schoolchildren survey results gained during republican vocational guidance lesson (Republic of Karelia, graduates’ survey results obtained in a framework of federal graduates employability monitoring, statistics indicators on a labour market and education system are widely used as empirical basis of the research. Results: the authors both developed and implemented a transparent information environment principle in a form of the “My Career” Internet resource allowing each type of user (pupils, parents, teachers to return repeatedly to a variety of opportunities on individual’s professional development in a labour market. The logic of vocational guidance sequent measures in terms of career guidance has been substantiated starting from an occupation choice through employer choice and ending with a choice of vocational education place. Discussion and Conclusions: the research results will be both useful for teachers and
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Careers in focus library and information science
2011-01-01
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.
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Perceptions of selected science careers by African American high school males
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
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Career-Related Learning and Science Education: The Changing Landscape
Hutchinson, Jo
2012-01-01
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…
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Secondary school students' perceptions of working life skills in science-related careers
Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula
2017-07-01
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.
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Educators Who Work in Science: The Narratives of Women Negotiating Careers in Academic Science
Tullos, Kimberly C.
2011-12-01
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
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Developing your Career in an Age of Team-Science
Zucker, Deborah
2013-01-01
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
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Making STEM “Family Friendly”: The Impact of Perceiving Science Careers as Family-Compatible
Directory of Open Access Journals (Sweden)
Erica S. Weisgram
2017-06-01
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.
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Influence of Career Motivation on Science Learning in Korean High-School Students
Shin, Sein; Lee, Jun-Ki; Ha, Minsu
2017-01-01
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…
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Transforming the Professoriate: Preparing Women for Careers in Science & Engineering
Virginia Tech
2006-01-01
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
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Koch, Melissa; Gorges, Torie
2016-10-01
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.
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Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula
2018-01-01
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…
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Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.
2016-08-01
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.
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Environmental Influences on Adult Motivation for Career Choice in Science Professions
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
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Intergenerational Transfers of Preferences for Science Careers in Comparative Perspective
Sikora, Joanna; Pokropek, Artur
2012-11-01
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.
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A career at the interface of cell and developmental biology: a view from the crest.
Bronner, Marianne E
2012-11-01
Just as neural crest cells migrate great distances through the embryo, my journey has taken me from a childhood in a distant land to a career as a biologist. My mentoring relationships have shaped not only the careers of my trainees, but also the trajectory of my own science. One of the most satisfying aspects of mentoring comes from helping to empower the next generation of scientists to do more tomorrow than is possible today. This, together with a passion for discovery and learning new things, motivates me and makes science such a rewarding career.
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Science access, career choices, achievement, and motivation: Perceptions of female science olympians
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
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Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey
Winarno, N.; Widodo, A.; Rusdiana, D.; Rochintaniawati, D.; Afifah, R. M. A.
2017-09-01
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.
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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.
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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
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Advancing nursing science through health trajectory research: an introduction.
Wyman, Jean F; Henly, Susan J
2011-01-01
The Minnesota Center for Health Trajectory Research has focused on developing ways to better understand how interventions influence health trajectories during transitional, acute, or chronic health challenges across the life span. The health trajectory perspective advances nursing science by providing a person-centered point of view that emphasizes change in health over time within individuals, families, groups, or communities. Theoretical considerations and statistical modeling approaches used in studying health trajectories, along with exemplars from nursing research studies from this special issue of Nursing Research, are highlighted.
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Career Trajectories of Older Women: Implications for Career Guidance
Bimrose, Jenny; McMahon, Mary; Watson, Mark
2013-01-01
As work and employment transitions become more frequent and difficult, the demand for formal career guidance increases. Women are likely to experience structural labour market disadvantage and may benefit from formal support that is sympathetic to their particular needs. Yet the traditional psychological paradigms that dominate career guidance…
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Characteristics of effective professional development for early career science teachers
Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani
2011-04-01
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.
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Career Cartography: From Stories to Science and Scholarship.
Wilson, Deleise S; Rosemberg, Marie-Anne S; Visovatti, Moira; Munro-Kramer, Michelle L; Feetham, Suzanne
2017-05-01
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.
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Antink-Meyer, Allison; Brown, Ryan A.
2017-07-01
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.
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DEFF Research Database (Denmark)
Daugbjerg, Peer; Sillasen, Martin Krabbe
2016-01-01
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...
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Energy Technology Data Exchange (ETDEWEB)
NONE
1998-12-01
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.
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Hayes Receives 2012 Ronald Greeley Early Career Award in Planetary Science: Citation
Leshin, Laurie A.
2013-10-01
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.
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The influence of role-specific self-concept and sex-role identity on career choices in science
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.
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Careers in science and technology
Energy Technology Data Exchange (ETDEWEB)
1993-09-01
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.
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Martina Angela Caretta; Natasha Alexandra Webster
2016-01-01
The rise of neoliberalism is creating inequalities for women as they balance their private lives and career trajectories. Geography as a middle sized discipline bridging the social and physical sciences offers insights into the ways neoliberal policies are felt by early career women (ECW). Using a life course model, this study presents the results of a workshop which sought to explore the ways in which women geographers, in Sweden, perceive and experience obstacles in their career advancement...
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Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers?
Ing, Marsha
2014-01-01
This study explores the relationship between parental motivational practices, Children's mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that…
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When I grow up: the relationship of science learning activation to STEM career preferences
Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.
2018-06-01
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.
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Frantz, Kyle J; Demetrikopoulos, Melissa K; Britner, Shari L; Carruth, Laura L; Williams, Brian A; Pecore, John L; DeHaan, Robert L; Goode, Christopher T
2017-01-01
Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce. © 2017 K. J. Frantz et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). 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).
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Koch, Melissa; Gorges, Torie
2016-01-01
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…
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Stone, S.; Parker, M. S.; Howe, B.; Lazowska, E.
2015-12-01
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.
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Career on the Move: Geography, Stratification, and Scientific Impact
Deville, Pierre; Wang, Dashun; Sinatra, Roberta; Song, Chaoming; Blondel, Vincent D.; Barabási, Albert-László
2014-04-01
Changing institutions is an integral part of an academic life. Yet little is known about the mobility patterns of scientists at an institutional level and how these career choices affect scientific outcomes. Here, we examine over 420,000 papers, to track the affiliation information of individual scientists, allowing us to reconstruct their career trajectories over decades. We find that career movements are not only temporally and spatially localized, but also characterized by a high degree of stratification in institutional ranking. When cross-group movement occurs, we find that while going from elite to lower-rank institutions on average associates with modest decrease in scientific performance, transitioning into elite institutions does not result in subsequent performance gain. These results offer empirical evidence on institutional level career choices and movements and have potential implications for science policy.
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Allen A. Espinosa; Sheryl Lyn C. Monterola; Amelia E. Punzalan
2013-01-01
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...
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Next gen PhD a guide to career paths in science
Sinche, Melanie V
2016-01-01
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 ...
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The Association between Science Summer Camps and Career Interest in Science and Engineering
Kong, Xiaoqing; Dabney, Katherine P.; Tai, Robert H.
2014-01-01
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…
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Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita
2012-02-01
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.
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Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
2017-11-01
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.
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Bruno, B. C.; Wren, J. L.; Ayau, J. F.
2013-12-01
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
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Ing, Marsha; Aschbacher, Pamela R; Tsai, Sherry M
2014-01-01
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...
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Ing, Marsha; Aschbacher, Pamela R.; Tsai, Sherry M.
2014-01-01
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…
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Elements of Success in Chicago Botanic Garden’s Science Career Continuum
Directory of Open Access Journals (Sweden)
Katherine A. Johnson
2015-11-01
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.
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Careers in Science: Being a Soil Scientist
Bryce, Alisa
2015-01-01
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…
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Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren
2017-08-01
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.
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Opportunities in Biological Sciences; [VGM Career Horizons Series].
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…
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Improving Early Career Science Teachers' Ability to Teach Space Science
Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.
2012-12-01
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
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Equity and career-life balance in marine mammal science?
Hooker, Sascha K.; Simmons, Samantha E.; Stimpert, Alison K.; McDonald, Birgitte I.
2017-01-01
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 ...
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Robertson, Peter J.
2014-01-01
Structural explanations of career choice and development are well established. Socioeconomic inequality represents a powerful factor shaping career trajectories and economic outcomes achieved by individuals. However, a robust and growing body of evidence demonstrates a strong link between socioeconomic inequality and health outcomes. Work is a key…
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The effect of immigration status on physics identity and physical science career intentions
Lung, Florin; Potvin, Geoff; Sonnert, Gerhard; Sadler, Philip M.
2012-02-01
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.
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Meyers, Frederick J; Begg, Melissa D; Fleming, Michael; Merchant, Carol
2012-04-01
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.
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Evaluating Career Development Resources: Lessons from the Earth Science Women's Network (ESWN)
Kogan, M.; Laursen, S. L.
2010-12-01
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
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Energy Technology Data Exchange (ETDEWEB)
Cole, P.R.
1996-03-01
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.
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Science PhD career preferences: levels, changes, and advisor encouragement.
Directory of Open Access Journals (Sweden)
Henry Sauermann
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.
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Science PhD career preferences: levels, changes, and advisor encouragement.
Sauermann, Henry; Roach, Michael
2012-01-01
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.
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Analysis Of Career Aspirations Of Agricultural Science Graduates ...
African Journals Online (AJOL)
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 ...
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Directory of Open Access Journals (Sweden)
Martina Angela Caretta
2016-12-01
Full Text Available The rise of neoliberalism is creating inequalities for women as they balance their private lives and career trajectories. Geography as a middle sized discipline bridging the social and physical sciences offers insights into the ways neoliberal policies are felt by early career women (ECW. Using a life course model, this study presents the results of a workshop which sought to explore the ways in which women geographers, in Sweden, perceive and experience obstacles in their career advancement and which coping strategies they put in place to overcome those. The results show the blurring of the ECW ´s work and private lives. We find the experiences of ECW in Swedish geography departments are consistent with those of women in other countries. We conclude that ECW carry extra burdens in their career trajectories as academics due to unsupportive working environments, lack of mentorship, and an increasing pressure to produce measurable outputs and precarious employment. We argue that initiatives and programs aimed at retaining women in academia need to take on a broader perspective acknowledging the entanglement of women´s private and public spheres.
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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
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The Science of a Life - Career Path of an African American Geoscientist
Stephenson Hawk, D.
2002-12-01
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.
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Williams, John; Eames, Chris; Hume, Anne; Lockley, John
2012-11-01
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
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Directory of Open Access Journals (Sweden)
Rachael Collins
2015-08-01
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.
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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.
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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.
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Hayes Receives 2012 Ronald Greeley Early Career Award in Planetary Science: Response
Hayes, Alexander G.
2013-10-01
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.
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How do early career health sciences information professionals gain competencies?
Myers, Bethany A; Rodriguez, Bredny
2016-07-01
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
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Hebbeln, Dierk; Klose, Christina
2015-04-01
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
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The CSI Academy: Encouraging Diverse Students to Consider Science Careers and Science Teaching
Kaye, Karen; Turner, John F.; Emigh, James
2011-01-01
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…
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Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.
2013-12-01
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.
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[Self-efficacy and the gender gap as determinants of interest in a science and technology career].
Adachi, Tomoko
2012-12-01
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.
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Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
2017-01-01
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…
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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.
2010-12-01
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.
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Science communication: a career where PhDs can make a difference.
Irion, Robert
2015-02-15
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).
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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
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Assessing predictors of science grades and career goals in university undergraduates
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.
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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
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Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin
2015-06-01
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.
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Science communication: a career where PhDs can make a difference
Irion, Robert
2015-01-01
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...
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When I Grow Up: The Relationship of "Science Learning Activation" to STEM Career Preferences
Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.
2018-01-01
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…
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Archetypal values of science and engineering staff in relation to their career orientations
Directory of Open Access Journals (Sweden)
Didi-Mari du Toit
2012-04-01
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.
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Diab, Paula N; Flack, Penny S; Mabuza, Langalibalele H; Reid, Stephen J Y
2012-01-01
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.
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Secondary School Students' Perceptions of Working Life Skills in Science-Related Careers
Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula
2017-01-01
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…
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Aeronautics and Aviation Science: Careers and Opportunities Project
Texter, P. Cardie
1998-01-01
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
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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.
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How stereotypes impair women’s careers in science
Reuben, Ernesto; Sapienza, Paola; Zingales, Luigi
2014-01-01
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...
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Olgin, J. G.; Fitzgerald, R. M.; Morris, V. R.
2013-12-01
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
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Antink-Meyer, Allison; Brown, Ryan A.
2017-01-01
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…
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Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred
2013-01-01
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'…
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Schmid, S.; Bogner, F. X.
2017-11-01
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.
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Career-Life Balance for Women of Color: Experiences in Science and Engineering Academia
Kachchaf, Rachel; Ko, Lily; Hodari, Apriel; Ong, Maria
2015-01-01
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…
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Career Choice Of Students Of Library And Information Science In ...
African Journals Online (AJOL)
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 ...
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Career Paths, Images and Anchors: A Study with Brazilian Professionals
Kilimnik, Zelia Miranda; de Oliveira, Luiz Claudio Vieira; Sant'anna, Anderson De Souza; Barros, Delba Teixeira Rodrigues
2011-01-01
This article analyses career anchors changes associated to images and professionals trajectories. Its main question: Do anchors careers change through time? We conducted twelve interviews involving professionals from the Administration Area, applying Schein's Career Anchors Inventory (1993). We did the same two years later. In both of them, the…
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Counseling Issues for Adult Women in Career Transition
Ronzio, Cynthia R.
2012-01-01
This article addresses current psychosocial issues facing women in career transition and the implications of those issues for career counselors. Specifically, psychosocial developmental trajectories, the roles of family and relationships, the importance of underlying physical and mental health issues, and sociocultural and contextual stressors are…
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How do early career health sciences information professionals gain competencies?
Directory of Open Access Journals (Sweden)
Bethany A. Myers, MSLIS, AHIP
2016-09-01
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
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Career Preparation and the Political Science Major: Evidence from Departments
Collins, Todd A.; Knotts, H. Gibbs; Schiff, Jen
2012-01-01
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…
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Exploring the epididymis: a personal perspective on careers in science
Directory of Open Access Journals (Sweden)
Terry T Turner
2015-01-01
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.
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Wagner, Judson
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.
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A Saturday of science: inspiring young girls' careers
Pauline Gagnon
2011-01-01
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...
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Jagsi, Reshma; DeCastro, Rochelle; Griffith, Kent A; Rangarajan, Soumya; Churchill, Cristina; Stewart, Abigail; Ubel, Peter A
2011-11-01
To examine the careers of career development award recipients. In 2009, a postal survey was conducted of 818 recipients of K08 and K23 awards in 2000-2001 to examine career paths and personal characteristics. Of 589 respondents (72% response rate), 211 (35.9%) were female. Women were less likely to have children (Psuccessful (P=.002), and they published fewer papers (P=.001). Overall, 118 women (55.9%) and 274 men (72.5%) met at least one of the following criteria for success: serving as principal investigator on an R01 or grants>$1,000,000 since K award receipt, publishing at least 35 publications since K award year, or serving as dean, department chair, or division chief. In a multivariate model, gender (odds ratio 1.72, P=.003) was associated with the likelihood of success by this definition, and analysis revealed no significant interactions (including with parental status). Most of these promising investigators of both genders remained in academia and received promotions. However, gender differences in success existed, unrelated to parental status, suggesting a need for ongoing investigation of the causes of gender differences in academic medical careers.
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Lee, Sang Eun
2017-01-01
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…
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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.
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Students' Preference for Science Careers: International comparisons based on PISA 2006
Kjærnsli, Marit; Lie, Svein
2011-01-01
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.
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Beyond the Self: External Influences in the Career Development Process
Duffy, Ryan D.; Dik, Bryan J.
2009-01-01
The purpose of this article is to explore the wide spectrum of external influences that affect career decision making across the life span and, in particular, how these factors may directly or indirectly alter one's career trajectory and the extent of one's work volition. Career development practitioners are encouraged to respect externally…
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Managing an academic career in science: What gender differences exist and why?
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.
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Classroom-based science research at the introductory level: changes in career choices and attitude.
Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David
2011-01-01
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.
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Biomedical Science Ph.D. Career Interest Patterns by Race/Ethnicity and Gender.
Directory of Open Access Journals (Sweden)
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
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Directory of Open Access Journals (Sweden)
Cristina Muñoz Illescas
2013-01-01
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
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Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin
2015-01-01
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…
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Wang, Hui-Hui; Billington, Barbara L.
2016-01-01
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…
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Energy Technology Data Exchange (ETDEWEB)
Sterrett, A.
1996-01-29
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.
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Trajectories of Childbearing among HIV Infected Indian Women : A Sequence Analysis Approach
Darak, Shrinivas; Mills, Melinda; Kulkarni, Vinay; Kulkarni, Sanjeevani; Hutter, Inge; Janssen, Fanny
2015-01-01
Background HIV infection closely relates to and deeply affects the reproductive career of those infected. However, little is known about the reproductive career trajectories, specifically the interaction of the timing of HIV diagnosis with the timing and sequencing of reproductive events among HIV
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Trajectories of childbearing among HIV infected Indian women: A sequence analysis approach
Darak, S.; Mills, M.; Kulkarni, V.; Kulkarni, S.; Hutter, I.; Janssen, F.
2015-01-01
Background HIV infection closely relates to and deeply affects the reproductive career of those infected. However, little is known about the reproductive career trajectories, specifically the interaction of the timing of HIV diagnosis with the timing and sequencing of reproductive events among HIV
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Trajectories of childbearing among HIV infected Indian women : A sequence analysis approach
S. Darak (Shrinivas); M. Mills (Melinda); V. Kulkarni (Vinay); S. Kulkarni (Sanjeevani); I. Hutter (Inge); F. Janssen (Fanny)
2015-01-01
textabstractHIV infection closely relates to and deeply affects the reproductive career of those infected. However, little is known about the reproductive career trajectories, specifically the interaction of the timing of HIV diagnosis with the timing and sequencing of reproductive events among HIV
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Diekman, Amanda B; Brown, Elizabeth R; Johnston, Amanda M; Clark, Emily K
2010-08-01
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.
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The misleading narrative of the canonical faculty productivity trajectory.
Way, Samuel F; Morgan, Allison C; Clauset, Aaron; Larremore, Daniel B
2017-10-31
A scientist may publish tens or hundreds of papers over a career, but these contributions are not evenly spaced in time. Sixty years of studies on career productivity patterns in a variety of fields suggest an intuitive and universal pattern: Productivity tends to rise rapidly to an early peak and then gradually declines. Here, we test the universality of this conventional narrative by analyzing the structures of individual faculty productivity time series, constructed from over 200,000 publications and matched with hiring data for 2,453 tenure-track faculty in all 205 PhD-granting computer science departments in the United States and Canada. Unlike prior studies, which considered only some faculty or some institutions, or lacked common career reference points, here we combine a large bibliographic dataset with comprehensive information on career transitions that covers an entire field of study. We show that the conventional narrative confidently describes only one-fifth of faculty, regardless of department prestige or researcher gender, and the remaining four-fifths of faculty exhibit a rich diversity of productivity patterns. To explain this diversity, we introduce a simple model of productivity trajectories and explore correlations between its parameters and researcher covariates, showing that departmental prestige predicts overall individual productivity and the timing of the transition from first- to last-author publications. These results demonstrate the unpredictability of productivity over time and open the door for new efforts to understand how environmental and individual factors shape scientific productivity. Published under the PNAS license.
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Blotnicky, Karen A.; Franz-Odendaal, Tamara; French, Frederick; Joy, Phillip
2018-01-01
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…
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Gilliland, C Taylor; Sittampalam, G Sitta; Wang, Philip Y; Ryan, Philip E
2017-01-02
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.
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Stuart, A. L.
2012-12-01
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
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Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E
2014-09-01
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.
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The career trajectories of health care professionals practicing with permanent disabilities.
Neal-Boylan, Leslie; Hopkins, Amy; Skeete, Rachel; Hartmann, Sarah B; Iezzoni, Lisa I; Nunez-Smith, Marcella
2012-02-01
The authors sought to generate insights and hypotheses about the professional experiences of registered nurses and physicians with self-identified disabilities to inform local and national policy conversations on supporting a diverse health care workforce. In 2009-2010, the authors conducted in-depth interviews in person and over the telephone with a sample of licensed registered nurses and physicians across the country who self-identified as having a permanent disability. They coded the interview transcripts to identify key themes across the participants' responses. The authors interviewed 10 registered nurses and 10 physicians. Five novel and consistent themes emerged from the data analysis: (1) Living and working with a physical/sensory disability narrows the career choices and trajectories of nurses and physicians, (2) nurses and physicians struggle with decisions regarding whether to disclose and discuss their disabilities at work, (3) nurses and physicians rarely seek legally guaranteed workplace accommodations, instead viewing patient safety as a personal responsibility, (4) interpersonal interactions often reflect the institutional climate and set the tone for how welcome nurses and physicians feel at work, and (5) reactions to workplace disability-related challenges run an emotional spectrum from anger and grief to resilience and optimism. The responses revealed several missed opportunities for supporting health care professionals with disabilities in the workplace. These findings should inform the continuing debate regarding what defines "reasonable accommodation" and how to create a workplace that is welcoming for nurses and physicians with disabilities.
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Does Gender Inequality Influence Interest in Pursuing a Career in Science or Mathematics Teaching?
Morales, Marie Paz E.; Avilla, Ruel A.; Espinosa, Allen A.
2016-01-01
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.…
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Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.
2017-05-01
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.
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Impact of the learning environment on career intentions of paediatric ...
African Journals Online (AJOL)
training on career intentions, specifically in terms of paediatrics, in a ... SA paediatric interns work in an environment with a high ... already challenging learning environment (LE) for interns. ... doctors during internship may influence career trajectories in a direction that is discordant with .... Cronbach's alpha for the teaching,.
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DEFF Research Database (Denmark)
Küttel, Andreas
Aim: The purpose of this qualitative study was (a) to provide an overview of the provided dual career opportunities for elite athletes in Switzerland, Denmark, and Poland; (b) to deepen our understanding of how the cultural context influences the development of dual career programs and trajectories...... trajectories were proposed to dual career athletes as the desired way how to combine elite sport and education. Based on the results of our cross-cultural comparison, we assert that culture is not only an influential but also a constituting factor in the development of dual career opportunities. Conclusions...... of dual career athletes. Methods: In each country, four semi-structured interviews with key informants involved in dual career were used to discuss benefits, obstacles, and best practices of the national dual career settings and programs. Interviews were transcribed verbatim and content analyzed...
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Continuing Education Workshops in Bioinformatics Positively Impact Research and Careers.
Brazas, Michelle D; Ouellette, B F Francis
2016-06-01
Bioinformatics.ca has been hosting continuing education programs in introductory and advanced bioinformatics topics in Canada since 1999 and has trained more than 2,000 participants to date. These workshops have been adapted over the years to keep pace with advances in both science and technology as well as the changing landscape in available learning modalities and the bioinformatics training needs of our audience. Post-workshop surveys have been a mandatory component of each workshop and are used to ensure appropriate adjustments are made to workshops to maximize learning. However, neither bioinformatics.ca nor others offering similar training programs have explored the long-term impact of bioinformatics continuing education training. Bioinformatics.ca recently initiated a look back on the impact its workshops have had on the career trajectories, research outcomes, publications, and collaborations of its participants. Using an anonymous online survey, bioinformatics.ca analyzed responses from those surveyed and discovered its workshops have had a positive impact on collaborations, research, publications, and career progression.
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Web-based Academic Roadmaps for Careers in the Geosciences
Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.
2007-12-01
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
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Factors Affecting Student Career Choice in Science: An Australian Study of Rural and Urban Schools.
Young, Deidra J.; Fraser, Barry J.; Woolnough, Brian E.
1997-01-01
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…
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[Intersection between gender and socioeconomic status in medical sciences career choice].
Gallardo-Hernández, Georgina; Ortiz-Hernández, Luis; Compeán-Dardón, Sandra; Verde-Flota, Elizabeth; Delgado-Sáncnchez, Guadalupe; Tamez-González, Silivia
2006-01-01
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.
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Navigating the Path to a Biomedical Science Career
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.
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Funding opportunities for investigators in the early stages of career development.
Sumandea, C Amelia; Balke, C William
2009-03-10
Many sources of advice and guidance are available to the early career investigator. Generally, mentors serve as the primary source of information, although program and review officers are the most underutilized resources. This article organizes these opportunities to enable early career investigators to plot a rational trajectory for career success. A list of the major agencies that provide grant support for early career investigators is included. In addition, funding opportunities are organized on the basis of the stage in career development pathway and the type of terminal degree.
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Hong, Re-an Ren
2012-01-01
Over the past several decades, new career theories have been developed in an attempt to explain the changing nature of work. No longer is one's career generally considered to be a lifelong commitment to one organization or even one career field, but the trajectory of a career is now considered to be self-driven and contingent on factors such…
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Career and Workforce Impacts of the NASA Planetary Science Summer School: TEAM X model 1999-2015
Lowes, Leslie L.; Budney, Charles; Mitchell, Karl; Wessen, Alice; JPL Education Office, JPL Team X
2016-10-01
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.
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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
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An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science
Byrne, Jake Rowan; O'Sullivan, Katriona; Sullivan, Kevin
2017-01-01
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…
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Influence of Career Exploration Process Behaviors on Agriculture Students' Level of Career Certainty
Esters, Levon T.
2008-01-01
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…
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Nitopi, Marie
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.
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GENDER AND THE MBA: Differences in Career Trajectories, Institutional Support, and Outcomes.
Patterson, Sarah E; Damaske, Sarah; Sheroff, Christen
2017-06-01
This study asks how men's and women's careers diverge following MBA graduation from an elite university, using qualitative interview data from 74 respondents. We discover men and women follow three career pathways post-graduation: lockstep (stable employment), transitory (3 or more employers), and exit (left workforce). While similar proportions of men and women followed the lockstep pathways and launched accelerated careers, sizable gender differences emerged on the transitory pathway; men's careers soared as women's faltered on this path-the modal category for both. On the transitory path, men fared much better than women when moving to new organizations, suggesting that gender may become more salient when people have a shorter work history with a company. Our findings suggest that clear building blocks to promotions reduce gender bias and ambiguity in the promotion process, but multiple external moves hamper women, putting them at a clear disadvantage to men whose forward progress is less likely to be stalled by such moves.
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Kříček, Radek
2015-08-01
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
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Closing the Communal Gap: The Importance of Communal Affordances in Science Career Motivation.
Brown, Elizabeth R; Thoman, Dustin B; Smith, Jessi L; Diekman, Amanda B
2015-12-01
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.
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Hankin, E. R.; Williams, B. M.; Asher, P. M.; Furukawa, H.; Holm Adamec, B.; Lee, M.; Cooper, P.
2015-12-01
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.
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Wong, Billy
2015-01-01
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…
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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.
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Williams, Simon N; Thakore, Bhoomi K; McGee, Richard
2016-01-01
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
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Rodrigues, Susan; Jindal-Snape, Divya; Snape, Jonathan B.
2011-01-01
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…
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Mitchell Receives 2013 Ronald Greeley Early Career Award in Planetary Science: Citation
McKinnon, William B.
2014-07-01
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.
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Kovarik, Dina N.; Patterson, Davis G.; Cohen, Carolyn; Sanders, Elizabeth A.; Peterson, Karen A.; Porter, Sandra G.; Chowning, Jeanne Ting
2013-01-01
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…
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Manco Vega, Alejandra
2017-01-01
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...
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Preparing Students for Careers in Science and Industry with Computational Physics
Florinski, V. A.
2011-12-01
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.
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Directory of Open Access Journals (Sweden)
M Akbari Booreng
2015-09-01
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.
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Want to Inspire Science Students to Consider a Research Career? Host a Scientist in Your Classroom
Baynham, Patricia J.
2010-01-01
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...
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Preparing Your Students for Careers in Science and Engineering: How Is Your State Doing?
White, Susan; Cottle, Paul
2011-10-01
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.
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Directory of Open Access Journals (Sweden)
M Mirnasab
2016-07-01
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.
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Determining discourses: Constraints and resources influencing early career science teachers
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.
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Subordinating careers to market forces? A critical analysis of European career guidance policy
Directory of Open Access Journals (Sweden)
Ingela Bergmo-Prvulovic
2012-10-01
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.
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A Program to Prepare Graduate Students for Careers in Climate Adaptation Science
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.
2017-12-01
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.
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Directory of Open Access Journals (Sweden)
Karen Louise Kelly
2015-11-01
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.
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effects of learning styles on career preferences of senior secondary
African Journals Online (AJOL)
Elizabeth Egbochuku
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.
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Outlining a typology of sports coaching careers
DEFF Research Database (Denmark)
Christensen, Mette Krogh
2014-01-01
This paper aims to extend our understanding of sports coaching careers and challenge related stage-based models by outlining and describing a typology of careers in high-performance sports coaching. A constructivist research approach is applied that intends to gain insight into the realities...... of coaches’ careers.Datawere drawn fromin-depth interviews with 10 Danish high-performance sports coaches. Results identified four classifying features that pave the way for the establishment of a typology consisting of three ideal types: (1) the elite-athlete coach; (2) the academic coach; and (3) the early......-starter coach. The findings are theorized throughWenger’s concept of paradigmatic pathways and Bourdieu’s concept of cultural capital. The study illuminates paradigmatic trajectories and conversions of cultural capital in high-performance sports coaching careers that may act as models for young athletes...
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Magrane, Diane; Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh
2012-12-01
Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers.
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Kenney, M. A.
2015-12-01
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.
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Historical trajectory of nursing school at Technical University of Babahoyo
Directory of Open Access Journals (Sweden)
María Cecibel Vera Marquez
2017-03-01
Full Text Available The Bachelors of the province of the Rivers, to study the careers of health had to travel to other sectors of the country, and before this necessity the Technical University of Babahoyo opened academic spaces in formation in areas of the health creating the School of Nursing with the The mission of training nurses that meet the needs of the population is in the hospital or community, and thus contribute to the improvement of the quality of life of the population of Rio de Janeiro, acting under the ethical and moral principles that society demands. This remembrance describes its historical trajectory, and its spaces of institutional growth, as well as the population coverage, being one of the races with greater demand in the university, the statistical data delivered by the Center of Leveling and Admission of the UTB, shows a Historical evolution of the UTB academic offer of the ENES processes of September 2013 and March 2015, the nursing career is among the first five races most offered among the four periods (Equipo de Apoyo y Seguimiento Acad´emico, 2015. In this way the Nursing career of the Faculty of Health Sciences, has become a space of knowledge and lucubraci´on inspired by the desire to overcome and the permanent work of a practice that strengthens the knowledge, skills and skills that Consolidate the competencies of the nurse profile.
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Opportunities in Marine and Maritime Careers.
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…
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Factors that encourage females to pursue physical science careers: Testing five common hypotheses
Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard
2012-03-01
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.
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Andam, Aba Bentil; Dawson, Silvina Ponce; Horton, K. Renee; Sandow, Barbara
2005-10-01
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.
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Darlow, Ben; Brown, Melanie; Gallagher, Peter; Gray, Lesley; McKinlay, Eileen; Purdie, Gordon; Wilson, Christine; Pullon, Sue
2018-01-21
Interprofessional practice is recognised as an important element of safe and effective healthcare. However, few studies exist that evaluate how preregistration education contributes to interprofessional competencies, and how these competencies develop throughout the early years of a health professional's career. This quasiexperimental study will gather longitudinal data during students' last year of preregistration training and their first 3 years of professional practice to evaluate the ongoing development of interprofessional competencies and the influence that preregistration education including an explicit interprofessional education (IPE) programme may have on these. Participants are students and graduates from the disciplines of dentistry, dietetics, medicine, nursing, occupational therapy, oral health, pharmacy and physiotherapy recruited before their final year of study. A subset of these students attended a 5-week IPE immersion programme during their final year of training. All data will be collected via five written or electronic surveys completed at 12-month intervals. Each survey will contain the Attitudes Towards Health Care Teams Scale and the Team Skills Scale, as well as quantitative and free-text items to explore vocational satisfaction, career trajectories and influences on these. Students who attend the IPE programme will complete additional free-text items to explore the effects of this programme on their careers. Quantitative analysis will compare scores at each time point, adjusted for baseline scores, for graduates who did and did not participate in the IPE programme. Associations between satisfaction data and discipline, professional setting, location and IPE participation will also be examined. Template analysis will explore free-text themes related to influences on career choices including participation in preregistration IPE. This study has received approval from the University of Otago Ethics Committee (D13/019). Results will be
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Vijil, Veronica G.
2011-12-01
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.
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Complexity Science Applications to Dynamic Trajectory Management: Research Strategies
Sawhill, Bruce; Herriot, James; Holmes, Bruce J.; Alexandrov, Natalia
2009-01-01
The promise of the Next Generation Air Transportation System (NextGen) is strongly tied to the concept of trajectory-based operations in the national airspace system. Existing efforts to develop trajectory management concepts are largely focused on individual trajectories, optimized independently, then de-conflicted among each other, and individually re-optimized, as possible. The benefits in capacity, fuel, and time are valuable, though perhaps could be greater through alternative strategies. The concept of agent-based trajectories offers a strategy for automation of simultaneous multiple trajectory management. The anticipated result of the strategy would be dynamic management of multiple trajectories with interacting and interdependent outcomes that satisfy multiple, conflicting constraints. These constraints would include the business case for operators, the capacity case for the Air Navigation Service Provider (ANSP), and the environmental case for noise and emissions. The benefits in capacity, fuel, and time might be improved over those possible under individual trajectory management approaches. The proposed approach relies on computational agent-based modeling (ABM), combinatorial mathematics, as well as application of "traffic physics" concepts to the challenge, and modeling and simulation capabilities. The proposed strategy could support transforming air traffic control from managing individual aircraft behaviors to managing systemic behavior of air traffic in the NAS. A system built on the approach could provide the ability to know when regions of airspace approach being "full," that is, having non-viable local solution space for optimizing trajectories in advance.
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Killingsworth, John
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.
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AGU Panel meets on career topics
Hollister, Charles
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.
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Take Off! Aeronautics and Aviation Science: Careers and Opportunities
1998-01-01
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
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Sahin, Alpaslan; Gulacar, Ozcan; Stuessy, Carol
2015-12-01
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.
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Creating opportunities for science PhDs to pursue careers in high school education.
Doyle, Kari M H; Vale, Ronald D
2013-11-01
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.
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Creating opportunities for science PhDs to pursue careers in high school education
Doyle, Kari M. H.; Vale, Ronald D.
2013-01-01
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
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Career mobility: equipping nurses for health care beyond the year 2000.
Doswell, W M
1996-01-01
Nurses are faced with uncertain employment in today's rapidly changing work place. The key to survival in this environment is to provide innovative, cost-effective, yet outcome-oriented methods of patient care delivery. Professional nurses and nursing students should make career mobility their watchword. Career mobility defines a planned trajectory which is flexible, role-expandable, and capable of adjusting to the sudden changes in direction which arise as nurses progress through their professional career. Nursing students must carefully examine the educational program they chose, and, once graduated, should use an innovative approach to the health care job market, with emphasis on professional nursing careers outside the traditional employment roles.
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Kovarik, Dina N; Patterson, Davis G; Cohen, Carolyn; Sanders, Elizabeth A; Peterson, Karen A; Porter, Sandra G; Chowning, Jeanne Ting
2013-01-01
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.
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From Student of Physics to Historian of Science: T.S. Kuhn's Education and Early Career, 1940-1958
Hufbauer, Karl
2012-12-01
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.
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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.
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Fourie, Anna Wilhelmina
2012-01-01
This research is focused on the development of a management strategy for the career development of female educators in primary schools in the Free State Province. The nature of career is conceptualised as multi-facetted influencing all aspects of life and pivotal for understanding the career trajectories of female educators (Theron, 2002:1-3). Career development, an ongoing lifelong dynamic process underpinned by career planning, is addressed by means of Human Resource Manageme...
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Career trajectories of nurses leaving the hospital sector in Ontario, Canada (1993-2004).
Alameddine, Mohamad; Baumann, Andrea; Laporte, Audrey; O'Brien-Pallas, Linda; Levinton, Carey; Onate, Kanecy; Deber, Raisa
2009-05-01
This paper is a report of an analysis of the career trajectories of nurses 1 year after leaving hospitals. Although hospitals are traditionally the largest employers of nurses, technological advances and budgetary constraints have resulted in many countries in relative shrinkage of the hospital sector and a shift of care (and jobs) into home/community settings. It has been often assumed that nurses displaced from hospitals will move to work in the other workplaces, especially the community sector. Employment patterns were tracked by examining a longitudinal database of all 201,463 nurses registered with the College of Nurses Ontario (Canada) between 1993 and 2004. Focusing on the employment categories Active (Working in nursing), Eligible-Seeking nursing employment or Dropout from the nursing labour market, year-to-year transition matrixes were generated by sector and sub-sector of employment, nurse type, age group and work status. For every nurse practising nursing in any non-hospital job or in the community a year after leaving hospitals, an average of 1.3 and four nurses, respectively, dropped out of Ontario's labour market. The proportion of nurses leaving hospitals transitioning to the Dropout category ranged from 63.3% (1994-95) to 38.6% (2001-02). The proportion dropping out of Ontario's market was higher for Registered Practical Nurses (compared to Registered Nurses), increased with age and decreased with degree of casualization in nurses' jobs. Downsizing hospitals without attention to the potentially negative impact on the nursing workforce can lead to retention difficulties and adversely affects the overall supply of nurses.
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Scientific careers and gender differences. A qualitative study
Directory of Open Access Journals (Sweden)
Daniele Gouthier
2008-03-01
Full Text Available In Europe, much effort has been devoted to explore the causes of the decline in number of university matriculations of science students and to identify gender differences in career choice. Yet, the problem extends to the fulfillment of career plans: given their professional expectations and their attitudes when choosing a career, girls are much less likely to pursue scientific careers such as engineering or physics. Evidence of this is provided by the social research carried out within the framework of the GAPP project (Gender Awareness Participation Process. The Gapp project is intended to investigate differences between girls and boys in their perception of science careers and to propose a range of innovative and concrete participatory activities involving scientists, engineers and professionals from the public and private S&T sectors. In this letter, we report a synthesis of the results of the social research conducted as first step of the project: exploring how the perceptions of science professions affect interest, motivation and subject choice at school, at the university and consequently in their career.
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Applying Chaos Theory to Careers: Attraction and Attractors
Pryor, Robert G. L.; Bright, Jim E. H.
2007-01-01
This article presents the Chaos Theory of Careers with particular reference to the concepts of "attraction" and "attractors". Attractors are defined in terms of characteristic trajectories, feedback mechanisms, end states, ordered boundedness, reality visions and equilibrium and fluctuation. The identified types of attractors (point, pendulum,…
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Career Plans of Novice University Teachers: The Research Perspective
Directory of Open Access Journals (Sweden)
Wiegerová Adriana
2017-04-01
Full Text Available Introduction: The career trajectories of young university teachers have been a relatively frequent research target in North American and Western European countries but an entirely neglected topic of the Czech and Slovak educational research. This paper’s ambition is to narrow the gap. The research goal is to describe one aspect of career advancement of young university teachers - their professional plans after their entry to an academic position at a university after completion of their doctoral studies.
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Directory of Open Access Journals (Sweden)
Levitt David G
2010-11-01
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
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Careers and workforce issues in nuclear science and technology
International Nuclear Information System (INIS)
Jonah, S.A.; Osaisai, F.E.
2010-01-01
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.
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Cambois, Emmanuelle; Garrouste, Clémentine; Pailhé, Ariane
2017-12-01
This study investigated the relationship between women's disadvantage in mental health and physical functioning and gender differences in career backgrounds. Sexual division of labor persists and key career characteristics are overrepresented in women: low-skilled first job, downward occupational trajectory, interruptions. These interrelated characteristics are usually linked to poor health. Their overrepresentation in women may be related to the female-male health gap; however, it may not if overrepresentation transposed into substantially weaker associations with poor health outcomes. To address this question, we used the French population survey "Health and Occupational Trajectories" (2006) and focused on 45-74 year-old individuals who ever worked (n=7537). Past career characteristics were qualified by retrospective information. Logistic regressions identified past characteristics related to current depressive symptoms and physical limitations. Non-linear decomposition showed whether these characteristics contributed to the gender health gap, through their different distribution and/or association with health. The overrepresentation of unskilled first jobs, current and past inactivity and unemployment in women contributed to their excess depressive symptoms. These contributions were only slightly reduced by the weaker mental health-relatedness of current inactivity in women and increased by the stronger relatedness of low-skilled and self-employed first jobs. Overrepresentation of current inactivity, past interruptions and downward trajectories also contributed positively to women's excess physical limitations. Gender-specific career backgrounds were significantly linked to women's disadvantage in mental health and physical functioning. We need to further explore whether equalization of opportunities, especially at the early stages and in terms of career continuity, could help to reduce women's mental and physical health disadvantage.
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Allegrante, John P.
2018-01-01
This article describes advances in the behavioral self-management of chronic disease from the perspective of a 25-year trajectory of National Institute of Health-funded research in arthritis and cardiopulmonary diseases that has sought to develop a transdisciplinary understanding of how applied behavioral science can be used to improve health…
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Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.
2016-12-01
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.
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Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh
2012-01-01
Abstract Background Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. Methods The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusions The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers. PMID:23101486
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MILP-Based 4D Trajectory Planning for Tactical Trajectory Management, Phase I
National Aeronautics and Space Administration — Aurora Flight Sciences proposes to develop specialized algorithms and software decision-aiding tools for four-dimensional (4D) vehicle-centric, tactical trajectory...
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BULGARIAN TEACHERS’ CAREER MOTIVATORS
Directory of Open Access Journals (Sweden)
Stanislava Stoyanova
2016-12-01
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.
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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.
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The Domestic Basis of the Scientific Career: Gender Inequalities in Ecology in France and Norway
Loison, Anne; Paye, Simon; Schermann, Agnes; Bry, Clementine; Gaillard, Jean-Michel; Pelabon, Christophe; Bråthen, Kari-Anne
2017-01-01
Gender-related inequalities in scientific careers are widespread, evidenced by the attrition of women along the different stages of the promotion ladder. We studied the interwoven personal and professional trajectories of researchers in ecology and compared these trajectories between France and Norway. Given their differing welfare state policies…
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Making Connections to Students' Lives and Careers Throughout a General Education Science Course
LaDue, D. S.
2014-12-01
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
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Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell; Oriol, Nancy E.
2014-01-01
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…
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Watters, James J.; Diezmann, Carmel M.
2015-03-01
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.
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DEFF Research Database (Denmark)
Egerod, Benjamin Carl Krag
effects depending on the senator's career ambitions. While retiring senators are no longer accountable to anyone but themselves, revolving door politicians will be accountable to their future employers, because they depend on them for post-elective employment. During their final Congress, this should lead......I investigate how the revolving door affects voting in the Senate. The literature on final-term problems suggests that senators should become more extreme before they leave office, because they no longer are accountable to voters. Lack of electoral accountability could, however, have different...... revolving door senators to moderate themselves, while retiring ones should grow more partisan. Using data on post-elective career trajectories from 102nd to the 113th Senate, I present fixed effects estimates that back this claim. I show that the effect is driven by senators, who choose to resign...
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Esperanca, S.
2003-12-01
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
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Clarke, Julian; Howarth, Sue; King, Chris; Perry, John; Tas, Maarten; Twidle, John; Warhurst, Adrian; Garrett, Caro
2014-01-01
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…
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How robotics programs influence young women's career choices : a grounded theory model
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.
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Energy Technology Data Exchange (ETDEWEB)
Wendelberger, Joanne Roth [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
2014-11-05
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.
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Promoting sustainable excellence through diversity in research careers
CERN. Geneva; Dr. Vinkenburg, Claartje; Guinot, Genevieve
2015-01-01
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...
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Pinelli, Thomas E.; Kennedy, John M.; Barclay, Rebecca O.
1995-01-01
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.
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A Qualitative Exploration of Trajectories among Suburban Users of Methamphetamine
Boeri, Miriam Williams; Harbry, Liam; Gibson, David
2009-01-01
The goal of this exploratory study was to gain a better understanding of methamphetamine use among suburban users. We know very little about the mechanisms of initiation and trajectory patterns of methamphetamine use among this under-researched and hidden population. This study employed qualitative methods to examine the drug career of suburban…
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Engaging Students in Career Planning and Preparation through Ementoring
Kinkel, Doreen H.
2011-01-01
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)…
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Brantley, Jennifer
2012-01-01
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…
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Mentz, Robert J; Becker, Richard C
2013-11-01
Contemporary cardiovascular research offers junior investigators the opportunity to explore the gamut of biomedical questions. Despite the recent reduction in the availability of funding mechanisms that have historically served as the primary pathways for investigators in the early stages of career development, there remain numerous traditional and non-traditional funding opportunities. This article highlights these opportunities in order to assist early career investigators in the development of a personalized research trajectory, which optimizes the potential for career success.
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Tracking career performance of successful triathletes.
Malcata, Rita M; Hopkins, Will G; Pearson, Simon N
2014-06-01
Tracking athletes' performances over time is important but problematic for sports with large environmental effects. Here we have developed career performance trajectories for elite triathletes, investigating changes in swim, cycle, run stages, and total performance times while accounting for environmental and other external factors. Performance times of 337 female and 427 male triathletes competing in 419 international races between 2000 and 2012 were obtained from triathlon.org. Athletes were categorized according to any top 16 placing at World Championships or Olympics between 2008 and 2012. A mixed linear model accounting for race distance (sprint and Olympic), level of competition, calendar-year trend, athlete's category, and clustering of times within athletes and races was used to derive athletes' individual quadratic performance trajectories. These trajectories provided estimates of age of peak performance and predictions for the 2012 London Olympic Games. By markedly reducing the scatter of individual race times, the model produced well-fitting trajectories suitable for comparison of triathletes. Trajectories for top 16 triathletes showed different patterns for race stages and differed more among women than among men, but ages of peak total performance were similar for men and women (28 ± 3 yr, mean ± SD). Correlations between observed and predicted placings at Olympics were slightly higher than those provided by placings in races before the Olympics. Athletes' trajectories will help identify talented athletes and their weakest and strongest stages. The wider range of trajectories among women should be taken into account when setting talent identification criteria. Trajectories offer a small advantage over usual race placings for predicting men's performance. Further refinements, such as accounting for individual responses to race conditions, may improve utility of performance trajectories.
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Reading habits in university students of careers in science and technology
Directory of Open Access Journals (Sweden)
Cornejo, Jorge Norberto;
2012-01-01
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.
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Career and Technology Center Guides Students in Real-Life Careers | Poster
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
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Anthony Milanowski
2003-01-01
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...
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Rivera Maulucci, Maria S.
2010-09-01
Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural, social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff developer and my efforts to leverage district resources to improve students' opportunities to learn science. Second, the narratives explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore role forces and how they shaped Tina's developmental trajectory. I describe how Tina expanded cultural, social, and symbolic resources to enact her teaching role.
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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.
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van der Vink, G. E.; van der Vink, G. E.
2001-05-01
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.
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Boekeloo, Bradley O; Jones, Chandria; Bhagat, Krishna; Siddiqui, Junaed; Wang, Min Qi
2015-10-01
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.
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Want to Inspire Science Students to Consider a Research Career? Host a Scientist in Your Classroom
Directory of Open Access Journals (Sweden)
Patricia J. Baynham
2010-04-01
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.
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Career Management Skills Among Vocational Students
Zakaria, Normah; Yamin, Azlin; Maarof, Rosmawati
2017-08-01
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.
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Advanced light microscopy core facilities: Balancing service, science and career
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
2016-01-01
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
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Lunar Cube Transfer Trajectory Options
Folta, David; Dichmann, Donald James; Clark, Pamela E.; Haapala, Amanda; Howell, Kathleen
2015-01-01
Numerous Earth-Moon trajectory and lunar orbit options are available for Cubesat missions. Given the limited Cubesat injection infrastructure, transfer trajectories are contingent upon the modification of an initial condition of the injected or deployed orbit. Additionally, these transfers can be restricted by the selection or designs of Cubesat subsystems such as propulsion or communication. Nonetheless, many trajectory options can b e considered which have a wide range of transfer duration, fuel requirements, and final destinations. Our investigation of potential trajectories highlights several options including deployment from low Earth orbit (LEO) geostationary transfer orbits (GTO) and higher energy direct lunar transfer and the use of longer duration Earth-Moon dynamical systems. For missions with an intended lunar orbit, much of the design process is spent optimizing a ballistic capture while other science locations such as Sun-Earth libration or heliocentric orbits may simply require a reduced Delta-V imparted at a convenient location along the trajectory.
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Hastings, M. G.; Kontak, R.; Adams, A. S.; Barnes, R. T.; Fischer, E. V.; Glessmer, M. S.; Holloway, T.; Marin-Spiotta, E.; Rodriguez, C.; Steiner, A. L.; Wiedinmyer, C.; Laursen, S. L.
2013-12-01
The Earth Science Women's Network (ESWN) is an organization of women geoscientists, many in the early stages of their careers. The mission of ESWN is to promote success in scientific careers by facilitating career development, community, informal mentoring and support, and professional collaborations. ESWN currently connects nearly 2000 women across the globe, and includes graduate students, postdoctoral scientists, tenure and non-tenure track faculty from diverse colleges and universities, program managers, and government, non-government and industry researchers. In 2009, ESWN received an NSF ADVANCE PAID award, with the primary goals to grow our membership to serve a wider section of the geosciences community, to design and administer career development workshops, to promote professional networking at scientific conferences, and to develop web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Now at the end of the grant, ESWN members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers. The new ESWN web center (www.ESWNonline.org), a major development supported by NSF ADVANCE and AGU, was created to facilitate communication and networking among our members. The web center offers a state-of-the-art social networking platform and features: 1) a public site offering information on ESWN, career resources for all early career scientists, and a 'members' spotlight' highlighting members' scientific and professional achievements; and 2) a password protected member area where users can personalize profiles, create and
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Faupel-Badger, Jessica M; Nelson, David E; Izmirlian, Grant
2017-01-01
Studies examining career satisfaction of biomedical scientists are limited, especially in the context of prior postdoctoral training. Here we focused on career satisfaction defined as satisfaction with one's career trajectory and perceived salary competitiveness among a predominantly Ph.D.-trained population of scientists who completed cancer prevention-related postdoctoral training between 1987-2011. National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) alumni (n = 114), and previous recipients of NCI-sponsored Ruth L. Kirschstein National Research Service Award (NRSA/F32) postdoctoral fellowships (n = 140) completed online surveys. Associations of career satisfaction and perception of salary competitiveness with demographic, training, and employment-related factors were examined using logistic regression. Overall, 61% reported high levels of satisfaction with their career trajectory to-date. Higher salary (odds ratio [OR] = 2.86, 95% confidence interval [95% CI]: 1.07-7.69) and having more leadership roles (OR = 2.26, 95% CI:1.04-4.90) were independently associated with higher career satisfaction. Persons with race/ethnicity other than white (OR = 0.40, 95% CI: 0.20-0.82) or age ≥ 50 (OR = 0.40, 95%CI: 0.17-0.94) had lower career satisfaction levels. There were no statistically significant differences in career satisfaction levels by gender, scientific discipline, or employment sector. 74% perceived their current salary as competitive, but persons with 5-9, or ≥10 years in their current position reported lower levels (OR = 0.31, 95% CI: 0.15-0.65; and OR = 0.37, 95% CI: 0.16-0.87, respectively), as did individuals in government positions (OR = 0.33, 95% CI: 0.11-0.98). These data add to the understanding of career satisfaction of those with advanced training in biomedical research by examining these measures in relation to prior postdoctoral research training and across multiple career sectors.
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Directory of Open Access Journals (Sweden)
Jessica M Faupel-Badger
Full Text Available Studies examining career satisfaction of biomedical scientists are limited, especially in the context of prior postdoctoral training. Here we focused on career satisfaction defined as satisfaction with one's career trajectory and perceived salary competitiveness among a predominantly Ph.D.-trained population of scientists who completed cancer prevention-related postdoctoral training between 1987-2011. National Cancer Institute (NCI Cancer Prevention Fellowship Program (CPFP alumni (n = 114, and previous recipients of NCI-sponsored Ruth L. Kirschstein National Research Service Award (NRSA/F32 postdoctoral fellowships (n = 140 completed online surveys. Associations of career satisfaction and perception of salary competitiveness with demographic, training, and employment-related factors were examined using logistic regression. Overall, 61% reported high levels of satisfaction with their career trajectory to-date. Higher salary (odds ratio [OR] = 2.86, 95% confidence interval [95% CI]: 1.07-7.69 and having more leadership roles (OR = 2.26, 95% CI:1.04-4.90 were independently associated with higher career satisfaction. Persons with race/ethnicity other than white (OR = 0.40, 95% CI: 0.20-0.82 or age ≥ 50 (OR = 0.40, 95%CI: 0.17-0.94 had lower career satisfaction levels. There were no statistically significant differences in career satisfaction levels by gender, scientific discipline, or employment sector. 74% perceived their current salary as competitive, but persons with 5-9, or ≥10 years in their current position reported lower levels (OR = 0.31, 95% CI: 0.15-0.65; and OR = 0.37, 95% CI: 0.16-0.87, respectively, as did individuals in government positions (OR = 0.33, 95% CI: 0.11-0.98. These data add to the understanding of career satisfaction of those with advanced training in biomedical research by examining these measures in relation to prior postdoctoral research training and across multiple career sectors.
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DESTINY+ Trajectory Design to (3200) Phaethon
Sarli, Bruno Victorino; Horikawa, Makoto; Yam, Chit Hong; Kawakatsu, Yasuhiro; Yamamoto, Takayuki
2018-03-01
This work explores the target selection and trajectory design of the mission candidate for ISAS/JAXA's small science satellite series, DESTINY PLUS or DESTINY+. This mission combines unique aspects of the latest satellite technology and exploration of transition bodies to fill a technical and scientific gap in the Japanese space science program. The spacecraft is targeted to study the comet-asteroid transition body (3200) Phaethon through a combination of low-thrust propulsion and Earth Gravity Assist. The trajectory design concept is presented in details together with the launch window and flyby date analysis. Alternative targets for a possible mission extension scenario are also explored.
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Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby
2018-04-01
This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the third is enrolled in computer science. The narrative inquiry research method is used to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. Other themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.
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Directory of Open Access Journals (Sweden)
Robert H. Tai
2010-05-01
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.
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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.
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Wardenaar, T.; Belder, R.; de Goede, M.E.E; Horlings, E.; van den Besselaar, P.
2014-01-01
The growing number of PhD students has spurred debates about the societal relevance of PhD training trajectories. The academic labour market does not provide enough jobs and many PhD graduates will have a career outside academia. It has been questioned whether current PhD training trajectories are
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Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms
Crowley, S.; Warburton, J.
2012-12-01
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.
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Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program
Polly Parker; Belinda Hewitt; Jennifer Witheriff; Amy Cooper
2018-01-01
The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the progr...
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How High School Students Envision Their STEM Career Pathways
Zhang, Lin; Barnett, Michael
2015-01-01
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'…
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Directory of Open Access Journals (Sweden)
Ольга Юрьевна Заславская
2010-12-01
Full Text Available In article features of realisation of the mechanism of construction of an optimum trajectory of education to computer science on the basis of a dynamic integrated estimation of level of knowledge are considered.
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The Impact of Scientist-Educator Collaborations: an early-career scientist's perspective
Roop, H. A.
2017-12-01
A decade ago, a forward-thinking faculty member exposed a group of aspiring scientists to the impacts and career benefits of working directly with K-12 students and educators. Ten years later, as one of those young scientists, it is clear that the relationships born out of this early experience can transform a researcher's impact and trajectory in science. Connections with programs like the NSF-funded PolarTREC program, the teacher-led Scientists in the Classroom effort, and through well-coordinated teacher training opportunities there are clear ways in which these partnerships can a) transform student learning; b) serve as a powerful and meaningful way to connect students to authentic research and researchers; and c) help researchers become more effective communicators by expanding their ability to connect their work to society. The distillation of science to K-12 students, with the expert eye of educators, makes scientists better at their work with tangible benefits to skills that matter in academia - securing funding, writing and communicating clearly and having high-value broader impacts. This invited abstract is submitted as part of this session's panel discussion and will explore in detail, with concrete examples, the mutual benefits of educator-scientist partnerships and how sustained engagement can transform the reach, connection and application of research science.
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Educational trajectories of graduate students in physics education research
Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles
2014-12-01
Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.
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The Development of the STEM Career Interest Survey (STEM-CIS)
Kier, Meredith W.; Blanchard, Margaret R.; Osborne, Jason W.; Albert, Jennifer L.
2014-06-01
Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to interest students in STEM majors and careers begin at the middle school level, a time when students are developing their own interests and recognizing their academic strengths. These factors have led scholars to call for instruments that effectively measure interest in STEM classes and careers, particularly for middle school students. In response, we leveraged the social cognitive career theory to develop a survey with subscales in science, technology, engineering, and mathematics. In this manuscript, we detail the six stages of development of the STEM Career Interest Survey. To investigate the instrument's reliability and psychometric properties, we administered this 44-item survey to over 1,000 middle school students (grades 6-8) who primarily were in rural, high-poverty districts in the southeastern USA. Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and also has four strong, discipline-specific subscales, which allow for the science, technology, engineering, and mathematics subscales to be administered separately or in combination. This instrument should prove helpful in research, evaluation, and professional development to measure STEM career interest in secondary level students.
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Defense Threat Reduction Agency > Careers > Onboarding > Onboarding
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
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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
2016-01-01
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
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Waters, Sharon Campbell
2005-07-01
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.
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Boccia, Gennaro; Moisè, Paolo; Franceschi, Alberto; Trova, Francesco; Panero, Davide; La Torre, Antonio; Rainoldi, Alberto; Schena, Federico; Cardinale, Marco
2017-01-01
The idea that early sport success can be detrimental for long-term sport performance is still under debate. Therefore, the aims of this study were to examine the career trajectories of Italian high and long jumpers to provide a better understanding of performance development in jumping events. The official long-jump and high-jump rankings of the Italian Track and Field Federation were collected from the age of 12 to career termination, for both genders from the year 1994 to 2014. Top-level athletes were identified as those with a percentile of their personal best performance between 97 and 100. The age of entering competitions of top-level athletes was not different than the rest of the athletic population, whereas top-level athletes performed their personal best later than the rest of the athletes. Top-level athletes showed an overall higher rate of improvement in performance from the age of 13 to the age of 18 years when compared to all other individuals. Only 10-25% of the top-level adult athletes were top-level at the age of 16. Around 60% of the top-level young at the age of 16 did not maintain the same level of performance in adulthood. Female high-jump represented an exception from this trend since in this group most top-level young become top-level adult athletes. These findings suggest that performance before the age of 16 is not a good predictor of adult performance in long and high jump. The annual rate of improvements from 13 to 18 years should be included as a predictor of success rather than performance per se. Coaches should be careful about predicting future success based on performances obtained during youth in jumping events.
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Directory of Open Access Journals (Sweden)
Gennaro Boccia
Full Text Available The idea that early sport success can be detrimental for long-term sport performance is still under debate. Therefore, the aims of this study were to examine the career trajectories of Italian high and long jumpers to provide a better understanding of performance development in jumping events.The official long-jump and high-jump rankings of the Italian Track and Field Federation were collected from the age of 12 to career termination, for both genders from the year 1994 to 2014. Top-level athletes were identified as those with a percentile of their personal best performance between 97 and 100.The age of entering competitions of top-level athletes was not different than the rest of the athletic population, whereas top-level athletes performed their personal best later than the rest of the athletes. Top-level athletes showed an overall higher rate of improvement in performance from the age of 13 to the age of 18 years when compared to all other individuals. Only 10-25% of the top-level adult athletes were top-level at the age of 16. Around 60% of the top-level young at the age of 16 did not maintain the same level of performance in adulthood. Female high-jump represented an exception from this trend since in this group most top-level young become top-level adult athletes.These findings suggest that performance before the age of 16 is not a good predictor of adult performance in long and high jump. The annual rate of improvements from 13 to 18 years should be included as a predictor of success rather than performance per se. Coaches should be careful about predicting future success based on performances obtained during youth in jumping events.
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2000-05-01
National concerns over the uptake of science subjects and an analysis of how school science departments together with careers programmes influence students' subject choices feature in a recent report from the UK's National Institute for Careers Education and Counselling. It points out that decisions on science subjects are taken very early in pupils' education, often well before the implications of those choices can be clearly understood. If pupils are to be encouraged to keep science options open, then both science teachers and careers advisers have important roles to play. Physics is in fact singled out in the report's recommendations as in need of special attention, due to its perceived difficulty both within the double-award science course and also at A-level. The lack of qualified teachers in physics is noted as a problem for schools and the many initiatives to address these issues should be encouraged according to the report, but within an overall high-profile and well funded national strategy for developing science education in schools. The report also notes that science teachers do not feel able to keep up with career information, whilst few careers advisers have a science background and have little opportunity to build up their knowledge of science syllabuses or of science and engineering careers. More contact between both types of specialist is naturally advocated. Copies of the full report, Choosing Science at 16 by Mary Munro and David Elsom, are available from NICEC, Sheraton House, Castle Park, Cambridge CB3 0AX on receipt of an A4 stamped (70p) addressed envelope. A NICEC briefing summary is also available from the same address (20p stamp required).
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A Summer Program Designed to Educate College Students for Careers in Bioinformatics
Krilowicz, Beverly; Johnston, Wendie; Sharp, Sandra B.; Warter-Perez, Nancy; Momand, Jamil
2007-01-01
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from…
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Utility-value intervention with parents increases students' STEM preparation and career pursuit.
Rozek, Christopher S; Svoboda, Ryan C; Harackiewicz, Judith M; Hulleman, Chris S; Hyde, Janet S
2017-01-31
During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.
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Ocumpaugh, Jaclyn; San Pedro, Maria Ofelia; Lai, Huei-yi; Baker, Ryan S.; Borgen, Fred
2016-12-01
Research suggests that trajectories toward careers in science, technology, engineering, and mathematics (STEM) emerge early and are influenced by multiple factors. This paper presents a longitudinal study, which uses data from 76 high school students to explore how a student's vocational self-efficacy and interest are related to his or her middle school behavioral and affective engagement. Measures of vocational self-efficacy and interest are drawn from STEM-related scales in CAPAExplore, while measures of middle school performance and engagement in mathematics are drawn from several previously validated automated indicators extracted from logs of student interaction with ASSISTments, an online learning platform. Results indicate that vocational self-efficacy correlates negatively with confusion, but positively with engaged concentration and carelessness. Interest, which also correlates negatively with confusion, correlates positively with correctness and carelessness. Other disengaged behaviors, such as gaming the system, were not correlated with vocational self-efficacy or interest, despite previous studies indicating that they are associated with future college attendance. We discuss implications for these findings, which have the potential to assist educators or counselors in developing strategies to sustain students' interest in STEM-related careers.
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DIALOG: Fostering Early Career Development Across the Aquatic Sciences
Energy Technology Data Exchange (ETDEWEB)
Caroline Susan Weiler, PhD
2004-11-14
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
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Faupel-Badger, Jessica M.; Nelson, David E.; Izmirlian, Grant
2017-01-01
Studies examining career satisfaction of biomedical scientists are limited, especially in the context of prior postdoctoral training. Here we focused on career satisfaction defined as satisfaction with one’s career trajectory and perceived salary competitiveness among a predominantly Ph.D.-trained population of scientists who completed cancer prevention-related postdoctoral training between 1987–2011. National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) alumni (n = 114), and previous recipients of NCI-sponsored Ruth L. Kirschstein National Research Service Award (NRSA/F32) postdoctoral fellowships (n = 140) completed online surveys. Associations of career satisfaction and perception of salary competitiveness with demographic, training, and employment-related factors were examined using logistic regression. Overall, 61% reported high levels of satisfaction with their career trajectory to-date. Higher salary (odds ratio [OR] = 2.86, 95% confidence interval [95% CI]: 1.07–7.69) and having more leadership roles (OR = 2.26, 95% CI:1.04–4.90) were independently associated with higher career satisfaction. Persons with race/ethnicity other than white (OR = 0.40, 95% CI: 0.20–0.82) or age ≥ 50 (OR = 0.40, 95%CI: 0.17–0.94) had lower career satisfaction levels. There were no statistically significant differences in career satisfaction levels by gender, scientific discipline, or employment sector. 74% perceived their current salary as competitive, but persons with 5–9, or ≥10 years in their current position reported lower levels (OR = 0.31, 95% CI: 0.15–0.65; and OR = 0.37, 95% CI: 0.16–0.87, respectively), as did individuals in government positions (OR = 0.33, 95% CI: 0.11–0.98). These data add to the understanding of career satisfaction of those with advanced training in biomedical research by examining these measures in relation to prior postdoctoral research training and across multiple career sectors. PMID:28121985
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Early nursing career experience for 1994-2000 graduates from the University of Nottingham.
Park, Jennifer R; Chapple, Mary; Wharrad, Heather; Bradley, Sue
2007-05-01
This paper reports the views of nurses graduating from the University of Nottingham School of Nursing, UK, 1994-2000, Bachelor of Nursing (Hons) course, concerning career aspirations, progress and reflections on their qualification. Alongside academic knowledge and practical skills, this four-year Bachelor of Nursing course aimed to develop students' critical thinking and research skills. The degree's effect on nurses' career trajectories is unknown. Self-completion questionnaires employing open and closed questions were sent to graduates 9 months after graduation and at intervals over the next 6 years. Most respondents were confident and motivated in their nursing careers. Promotion, increased responsibility, further study, specialization and qualifications were career priorities. Recent qualifiers also focused on changing jobs, travel and working overseas. The graduates' experience has salience for nurse managers, especially when matching graduates against post outlines within the knowledge and skills framework, considering staff skill mix, and advising graduates about their development and assisting them to find satisfaction in their nursing careers.
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Australian academic primary health-care careers: a scoping survey.
Barton, Christopher; Reeve, Joanne; Adams, Ann; McIntyre, Ellen
2016-01-01
This study was undertaken to provide a snapshot of the academic primary health-care workforce in Australia and to provide some insight into research capacity in academic primary health care following changes to funding for this sector. A convenience sample of individuals self-identifying as working within academic primary health care (n=405) completed an anonymous online survey. Respondents were identified from several academic primary health-care mailing lists. The survey explored workforce demographics, clarity of career pathways, career trajectories and enablers/barriers to 'getting in' and 'getting on'. A mix of early career (41%), mid-career (25%) and senior academics (35%) responded. Early career academics tended to be female and younger than mid-career and senior academics, who tended to be male and working in 'balanced' (teaching and research) roles and listing medicine as their disciplinary background. Almost three-quarters (74%) indicated career pathways were either 'completely' or 'somewhat unclear', irrespective of gender and disciplinary backgrounds. Just over half (51%) had a permanent position. Males were more likely to have permanent positions, as were those with a medical background. Less than half (43%) reported having a mentor, and of the 57% without a mentor, more than two-thirds (69%) would like one. These results suggest a lack of clarity in career paths, uncertainty in employment and a large number of temporary (contract) or casual positions represent barriers to sustainable careers in academic primary health care, especially for women who are from non-medicine backgrounds. Professional development or a mentoring program for primary health-care academics was desired and may address some of the issues identified by survey respondents.
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Directory of Open Access Journals (Sweden)
Anthony Milanowski
2003-12-01
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.
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Wilson, C. E.; Keane, C. M.; Houlton, H. R.
2012-12-01
The American Geosciences Institute (AGI) decided to create the National Geoscience Student Exit Survey in order to identify the initial pathways into the workforce for these graduating students, as well as assess their preparedness for entering the workforce upon graduation. The creation of this survey stemmed from a combination of experiences with the AGI/AGU Survey of Doctorates and discussions at the following Science Education Research Center (SERC) workshops: "Developing Pathways to Strong Programs for the Future", "Strengthening Your Geoscience Program", and "Assessing Geoscience Programs". These events identified distinct gaps in understanding the experiences and perspectives of geoscience students during one of their most profound professional transitions. Therefore, the idea for the survey arose as a way to evaluate how the discipline is preparing and educating students, as well as identifying the students' desired career paths. The discussions at the workshops solidified the need for this survey and created the initial framework for the first pilot of the survey. The purpose of this assessment tool is to evaluate student preparedness for entering the geosciences workforce; identify student decision points for entering geosciences fields and remaining in the geosciences workforce; identify geosciences fields that students pursue in undergraduate and graduate school; collect information on students' expected career trajectories and geosciences professions; identify geosciences career sectors that are hiring new graduates; collect information about salary projections; overall effectiveness of geosciences departments regionally and nationally; demonstrate the value of geosciences degrees to future students, the institutions, and employers; and establish a benchmark to perform longitudinal studies of geosciences graduates to understand their career pathways and impacts of their educational experiences on these decisions. AGI's Student Exit Survey went through
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Lugo, Rafael A.; Tolson, Robert H.; Schoenenberger, Mark
2013-01-01
As part of the Mars Science Laboratory (MSL) trajectory reconstruction effort at NASA Langley Research Center, free-flight aeroballistic experiments of instrumented MSL scale models was conducted at Aberdeen Proving Ground in Maryland. The models carried an inertial measurement unit (IMU) and a flush air data system (FADS) similar to the MSL Entry Atmospheric Data System (MEADS) that provided data types similar to those from the MSL entry. Multiple sources of redundant data were available, including tracking radar and on-board magnetometers. These experimental data enabled the testing and validation of the various tools and methodologies that will be used for MSL trajectory reconstruction. The aerodynamic parameters Mach number, angle of attack, and sideslip angle were estimated using minimum variance with a priori to combine the pressure data and pre-flight computational fluid dynamics (CFD) data. Both linear and non-linear pressure model terms were also estimated for each pressure transducer as a measure of the errors introduced by CFD and transducer calibration. Parameter uncertainties were estimated using a "consider parameters" approach.
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Robinson, Georgeanna F.W.B.; Schwartz, Lisa S.; DiMeglio, Linda A.; Ahluwalia, Jasjit S.; Gabrilove, Janice L.
2015-01-01
Purpose To understand the factors that facilitate career success for career development awardees in clinical and translational science and to reconceptualize understanding of career success for this population. Method In 2013–2014, the authors conducted semi-structured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators’ transition to independent funding. Interviews were recorded and transcribed and the transcripts analyzed thematically. Results Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included: networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included: appropriate mentorship, protected research time, and institutional resources and support. Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included: improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgement of successes. Conclusions Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator. PMID:26509600
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Professional trajectories of executive women: what is the price for success?
Directory of Open Access Journals (Sweden)
Claudia Marcia Pereira Loureiro
2012-07-01
Full Text Available DOI: http://dx.doi.org/10.5007/2175-8077.2012v14n33p130 This article aims at describing how executive women perceive the impact of issues relating to employability and gender in the construction of their careers in private companies in Brazil. The theoretical framework identifies changes in the workplace that make new career models emerge as well as issues related to gender and its impact on building professional trajectories. The field research, based on twelve in-depth interviews, sought to understand how the group perceives and traces their careers - what elements are identified as facilitators and what difficulties are perceived in this process, as well as strategies to overcome them. The results pointed that employability is considered crucial in building the careers of this group of women, through educational background. The gender issue only arose when discussing the family roles, more specifically, motherhood and marriage. Interviewees reported that the career is important as a source of personal fulfillment, but not letting go of motherhood and / or marriage. They make it clear they face obstacles in assuming different roles, but do not see impossibilities, but difficulties in their choice and seek to manage and consider the different roles assumed.
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Instrumentation between science, state and industry
Shinn, Terry
2001-01-01
these. In this book, we appropriate their conception of research-technology, and ex tend it to many other phenomena which are less stable and less localized in time and space than the Zeeman/Cotton situation. In the following pages, we use the concept for instances where research activities are orientated primarily toward technologies which facilitate both the production of scientific knowledge and the production of other goods. In particular, we use the tenn for instances where instruments and meth ods· traverse numerous geographic and institutional boundaries; that is, fields dis tinctly different and distant from the instruments' and methods' initial focus. We suggest that instruments such as the ultra-centrifuge, and the trajectories of the men who devise such artefacts, diverge in an interesting way from other fonns of artefacts and careers in science, metrology and engineering with which students of science and technology are more familiar. The instrument systems developed by re search-technolo...
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McCartney, Kerry Michelle
2001-07-01
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.
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Students and Educators Learn about NICBR Science, Careers | Poster
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.
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Psychosocial Factors Impacting STEM Career Selection
Lamb, Richard; Annetta, Leonard; Vallett, David; Firestone, Jonah; Schmitter-Edgecombe, Maureen; Walker, Heather; Deviller, Nicole; Hoston, Douglas
2018-01-01
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…
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Developmental trajectories of work-family conflict for Finnish workers in midlife.
Rantanen, Johanna; Kinnunen, Ulla; Pulkkinen, Lea; Kokko, Katja
2012-07-01
This study investigated the developmental trajectories of work-family conflict among the same participants (n = 277; 48% female) at ages 36, 42, and 50. Across this 14-year time span, with respect to the sample as a whole, there was no significant change in the mean levels of work-to-family conflict (WFC) or family to-work conflict (FWC). However, latent profile analyses revealed four latent trajectories within the sample, showing both mean-level stability and change in WFC and FWC: (1) "WFC decreasing" (n = 151); (2) "WFC and FWC stable low" (n = 105); (3) "WFC and FWC increasing" (n = 14); and (4) "FWC decreasing" (n = 7). Of these trajectories the strongest contrast existed between the WFC and FWC stable low and the WFC and FWC increasing trajectories: the former had the lowest and the latter the highest number of weekly working hours at ages 36, 42, and 50, and in the former but not in the latter the number of children living at home significantly decreased from age 36 to 50. Also, at ages 42 and 50 the WFC and FWC increasing trajectory showed higher job exhaustion and depressive symptoms than the WFC and FWC stable low trajectory. Altogether these findings suggest that work-family conflict is not limited to the early part of employees' working career and that developmental trajectories of work-family conflict exhibit a substantial amount of heterogeneity.
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How can we make Science Education and Careers more attractive for Young People?
Knickmeier, K.; Kruse, K.
2016-02-01
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/
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Colakoglu, Sidika N.
2011-01-01
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…
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Influence of an Academic Intervention Program on Minority Student Career Choice
Sweeney, Jennifer K.; Villarejo, Merna
2013-01-01
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.…
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Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore
2015-01-01
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…
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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
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Peterman, Karen; Kermish-Allen, Ruth; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra
2016-12-01
This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics (STEM) education programs with the common goal of improving students' attitudes about scientific careers. The authors represent two project teams, each with funding from the National Science Foundation's ITEST program. Using different approaches and technology, both projects challenged students to use electricity monitoring system data to create action plans for conserving energy in their homes and communities. The impact of each project on students' career interests was assessed via a multi-method evaluation that included the Career Interest Questionnaire (CIQ), a measure that was validated within the context of ITEST projects and has since become one of the instruments used most commonly across the ITEST community. This article explores the extent to which the CIQ can be used to document the effects of technology-enhanced STEM educational experiences on students' career attitudes and intentions in different environments. The results indicate that the CIQ, and the Intent subscale in particular, served as significant predictors of students' self-reported STEM career aspirations across project context. Results from each project also demonstrated content gains by students and demonstrated the impact of project participation and gender on student outcomes. The authors conclude that the CIQ is a useful tool for providing empirical evidence to document the impact of technology-enhanced science education programs, particularly with regard to Intent to purse a STEM career. The need for additional cross-project comparison studies is also discussed.
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Career Transitions and Career Success in the "New" Career Era
Chudzikowski, Katharina
2012-01-01
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…
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Career Development in Nuclear Engineering
International Nuclear Information System (INIS)
Sibbens, G.
2015-01-01
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)
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Levesque, Karen; Wun, Jolene; Green, Caitlin
2010-01-01
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…
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Spiegel, Tali; De Bel, Vera; Steverink, Nardi
2016-01-01
Purpose: This study aims to describe the interplay between the work trajectories and the passing patterns of individuals with degenerative eye conditions in different phases of their career, as well as the disease progression and the career and well-being outcomes associated with different works and
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Spiegel, Tali; De Bel, Vera; Steverink, Nardi
2016-01-01
Purpose: This study aims to describe the interplay between the work trajectories and the passing patterns of individuals with degenerative eye conditions in different phases of their career, as well as the disease progression and the career and well-being outcomes associated with different works and
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Directory of Open Access Journals (Sweden)
Emmanuelle Cambois
2017-12-01
Full Text Available This study investigated the relationship between women's disadvantage in mental health and physical functioning and gender differences in career backgrounds. Sexual division of labor persists and key career characteristics are overrepresented in women: low-skilled first job, downward occupational trajectory, interruptions. These interrelated characteristics are usually linked to poor health. Their overrepresentation in women may be related to the female-male health gap; however, it may not if overrepresentation transposed into substantially weaker associations with poor health outcomes. To address this question, we used the French population survey “Health and Occupational Trajectories” (2006 and focused on 45–74 year-old individuals who ever worked (n=7537. Past career characteristics were qualified by retrospective information. Logistic regressions identified past characteristics related to current depressive symptoms and physical limitations. Non-linear decomposition showed whether these characteristics contributed to the gender health gap, through their different distribution and/or association with health. The overrepresentation of unskilled first jobs, current and past inactivity and unemployment in women contributed to their excess depressive symptoms. These contributions were only slightly reduced by the weaker mental health-relatedness of current inactivity in women and increased by the stronger relatedness of low-skilled and self-employed first jobs. Overrepresentation of current inactivity, past interruptions and downward trajectories also contributed positively to women's excess physical limitations. Gender-specific career backgrounds were significantly linked to women's disadvantage in mental health and physical functioning. We need to further explore whether equalization of opportunities, especially at the early stages and in terms of career continuity, could help to reduce women’s mental and physical health disadvantage.
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Obituary Betty Johnson - tireless advocate for woment to pursue - and return to - scientific careers
Perry, K
2003-01-01
"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).
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Toward a Framework for Multicultural STEM-Focused Career Interventions
Byars-Winston, Angela
2015-01-01
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
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Directory of Open Access Journals (Sweden)
Godley J
2014-10-01
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
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The intelligent career framework as a basis for interdisciplinary inquiry
Parker, P.; Khapova, S.N.; Arthur, M.B.
2009-01-01
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
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Negru-Subtirica, Oana; Pop, Eleonora Ioana; Crocetti, Elisabetta
2015-01-01
The purpose of this longitudinal study was two-fold. First, we investigated patterns of stability and change in career adaptability and vocational identity in adolescents. Second, we examined reciprocal associations between career adaptability and vocational identity. In addressing both research
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Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations
Directory of Open Access Journals (Sweden)
Maria do Céu Taveira
2017-04-01
cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.
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Overconfidence and Career Choice.
Schulz, Jonathan F; Thöni, Christian
2016-01-01
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.
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Overconfidence and Career Choice
Schulz, Jonathan F.; Thöni, Christian
2016-01-01
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
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Assistant professor wins grant to help enrich graduate student careers with e-portfolios
Mackay, Steven D.
2010-01-01
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.
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Career Awareness, Career Planning, and Career Transition Needs among Sports Coaches
Lavallee, David
2006-01-01
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…
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Wu, Ling Ting; Wang, Wenru; Holroyd, Eleanor; Lopez, Violeta; Liaw, Sok Ying
2018-01-26
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.
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Snowmass 2013 Young Physicists Science and Career Survey Report
Energy Technology Data Exchange (ETDEWEB)
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. [thomas.strauss@lhep.unibe.ch; Szelc, A. [Yale U.; Worcester, E. [Brookhaven; Yu, F. [Fermilab
2013-07-30
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.
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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…
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Dispenza, Franco; Watson, Laurel B.; Chung, Y. Barry; Brack, Greg
2012-01-01
In this qualitative study, the authors examined the experience of discrimination and its relationship to the career development trajectory of 9 female-to-male transgender persons. Participants were between 21 and 48 years old and had a variety of vocational experiences. Individual semistructured interviews were conducted via telephone and analyzed…
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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
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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
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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
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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
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Koelet, S.; de Valk, H.A.G.; Glorieux, L.; Laurijssen, L.; Willaert, D.
2015-01-01
Objective: This article examines the diverse ways in which young adults develop both their professional career and family life in the years immediately after they complete their education. Building a career and starting a family often occur simultaneously in this stage of life. By studying the
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Koelet, S.; de Valk, H.A.G.; Glorieux, I.; Laurijssen, I.; Willaert, D.
2015-01-01
OBJECTIVE This article examines the diverse ways in which young adults develop both their professional career and family life in the years immediately after they complete their education. Building a career and starting a family often occur simultaneously in this stage of life. By studying the
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Carleton, Erica L; Barling, Julian; Christie, Amy M; Trivisonno, Melissa; Tulloch, Kelsey; Beauchamp, Mark R
2016-08-01
Based on the contention that leadership has sustained effects on followers even after the leader-follower relationship has ended, we investigated the career-long effects of abusive coach leadership on athlete aggression and task performance. Abusive leadership scores were derived from ratings by two independent raters' evaluations of coaches' biographies, and athlete aggression and task performance data were derived from objective sources. Data were obtained from players (N = 693) and coaches (N = 57) involved in the National Basketball Association (NBA) between the 2000-2001 and 2005-2006 seasons. Controlling for tenure, salary, team winning percentage, and absence due to injuries, multilevel modeling showed that exposure to abusive leadership influenced both the trajectory of psychological aggression and task performance over players' careers. These findings suggest that the effects of abusive leadership extend far longer than currently acknowledged, thus furthering our understanding of the nature and effects of abusive leadership.
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Skills Required for Nursing Career Advancement: A Qualitative Study.
Sheikhi, Mohammad Reza; Fallahi-Khoshnab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh
2016-06-01
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.
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Adeniran, Rita Kudirat; Bhattacharya, Anand; Adeniran, Anthony A
2012-01-01
Increasingly, stakeholders in the health care community are recognizing nursing as key to solving the nation's health care issues. This acknowledgment provides a unique opportunity for nursing to demonstrate leadership by developing clinical nurse leaders to collaborate with the multidisciplinary care team in driving evidence-based, safe quality, cost-effective health care services. One approach for nursing success is standardizing the entry-level education for nurses and developing a uniform professional development and career advancement trajectory with appropriate incentives to encourage participation. A framework to guide and provide scientific evidence of how frontline nurses can be engaged will be paramount. The model for professional excellence and career advancement provides a framework that offers a clear path for researchers to examine variables influencing nurses' professional development and career advancement in a systematic manner. Professional Excellence and Career Advancement in Nursing underscores professional preparedness of a registered nurse as central to leadership development. It also describes the elements that influence nurses' participation in professional development and career advancement under 4 main categories emphasizing mentorship and self-efficacy as essential variables.
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Career adaptability and career entrenchment
Zacher, Hannes; Ambiel, Rodolfo A.M.; Noronha, Ana Paula Porto
2015-01-01
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
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Employees on the rebound: Extending the careers literature to include boomerang employment.
Swider, Brian W; Liu, Joseph T; Harris, T Brad; Gardner, Richard G
2017-06-01
As employee careers have evolved from linear trajectories confined within 1 organization to more dynamic and boundaryless paths, organizations and individuals alike have increasingly considered reestablishing prior employment relationships. These "boomerang employees" follow career paths that feature 2 or more temporally separated tenures in particular organizations ("boomerang organizations"). Yet, research to date is mute on how or to what extent differences across boomerang employees' career experiences, and the learning and knowledge developed at and away from boomerang organizations, meaningfully impact their performance following their return. Addressing this omission, we extend a careers-based learning perspective to construct a theoretical framework of a parsimonious, yet generalizable, set of factors that influence boomerang employee return performance. Results based on a sample of boomerang employees and employers in the same industry (professional basketball) indicate that intra- and extraorganizational knowledge construction and disruptions, as well as transition events, are significantly predictive of boomerangs' return performance. Comparisons with 2 matched samples of nonboomerang employees likewise suggest distinctive patterns in the performance of boomerang employees. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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The Experience of Dual Career through Slovak Athletes’ Eyes
Directory of Open Access Journals (Sweden)
Geraniosova Kristina
2015-06-01
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.
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Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn
We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.
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Vuolo, Mike; Staff, Jeremy; Mortimer, Jeylan T
2012-11-01
Studies of career development highlight the importance of finding a good "fit" between individual values, needs, and abilities and the experiences and rewards to be found in particular occupations. Rapid economic change and labor market turbulence make career choice and development life-long processes. Still, early careers are particularly unstable, as young workers move from "survival jobs" to "career jobs" in their quest for a good person-job fit. Little is known, however, about the psychological orientations and behaviors in the postadolescent period that foster longer term success in the world of work. The maintenance of high aspirations, crystallization of career goals, and intensive job search may be particularly important. Using multilevel latent class analysis applied to longitudinal data obtained from 1,010 youth surveyed by the ongoing Youth Development Study (YDS), we examine the interrelations of psychological orientations and behaviors indicative of agentic striving from age 18 to 31 years. In addition, we assess how these trajectories influence adaptation to declining labor market conditions during the severe economic recession that began in 2007. We find that those who maintain high aspiration and certainty over career goals were better insulated against unemployment between 2007 and 2009 (ages 33-35), even when educational and self-identified career attainments, adolescent achievement orientations, and social background variables indicative of advantage are controlled. They also had higher hourly wages in 2009.
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American Academy of Forensic Sciences
... Programs Courses in Forensic Odontology Choosing a Career What is Forensic Science? What Do Forensic Scientists Do? What’s a Forensic Scientist? ... ve Decided You Want a Career in Forensic Science … Now What? Young Forensic Scientists Forum (YFSF) Annual Meeting Events ...
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Careers | Argonne National Laboratory
community. Learn More » Life at Argonne Our diverse community values work-life balance. Find your niche ; enjoy life at work! Learn More » 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
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Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia
2016-01-01
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...
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Archer, Louise; DeWitt, Jennifer; Dillon, Justin
2014-01-01
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.
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Gauthier, G. Robin; Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N.; Diamond, Judy
2017-01-01
In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3) youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations. PMID:28491465
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Markowitz, Dina G; DuPré, Michael J
2007-01-01
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.
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Skills Required for Nursing Career Advancement: A Qualitative Study
Sheikhi, Mohammad Reza; Fallahi-Khoshnab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh
2016-01-01
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
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Park, Soonjoo
2015-09-01
The purpose of this study was to investigate the effectiveness of a discipline-based career course on perceptions of career barriers, career search self-efficacy, and career preparation behavior of nursing students. Differences in career search self-efficacy and career preparation behavior by the students' levels of career barriers were also examined. The study used a modified one-group, pretest-posttest design. The convenience sample consisted of 154 undergraduate nursing students in a university. The discipline-based career course consisted of eight sessions, and was implemented for 2 hours per session over 8 weeks. The data were collected from May to June in 2012 and 2013 using the following instruments: the Korean Career Indecision Inventory, the Career Search Efficacy Scale, and the Career Preparation Behavior Scale. Descriptive statistics, paired t test, and analysis of covariance were used to analyze the data. Upon the completion of the discipline-based career course, students' perceptions of career barriers decreased and career search self-efficacy and career preparation behavior increased. Career search self-efficacy and career preparation behavior increased in students with both low and high levels of career barriers. The difference between the low and high groups was significant for career search self-efficacy but not for career preparation behavior. The discipline-based career course was effective in decreasing perceptions of career barriers and increasing career search self-efficacy and career preparation behavior among nursing students. Copyright © 2015. Published by Elsevier B.V.
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Careers in Virology: Science Writing and Journalism.
Dove, Alan
2015-09-01
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.
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Career Development among Undergraduate Students of Madda ...
African Journals Online (AJOL)
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 ...
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Trajectories of Heroin Addiction: Growth Mixture Modeling Results Based on a 33-Year Follow-Up Study
Hser, Yih-Ing; Huang, David; Chou, Chih-Ping; Anglin, M. Douglas
2007-01-01
This study investigates trajectories of heroin use and subsequent consequences in a sample of 471 male heroin addicts who were admitted to the California Civil Addict Program in 1964-1965 and followed over 33 years. Applying a two-part growth mixture modeling strategy to heroin use level during the first 16 years of the addiction careers since…
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Sowell, Mitzie Leigh
Recent declines in science literacy and inadequate numbers of individuals entering science careers has heightened the importance of determining why students major in science or do not major in science and then choose a science-related career. Therefore, the purpose of this study was to examine the relationship between parental influences and student career choices of both males and females majoring and not majoring in science. This study specifically examined the constructs of parental occupation, parental involvement, and parental education levels. Aspects indicated by the participants as being influencers were also examined. In addition, differences between males and females were examined. A total of 282 students participated in the study; 122 were science majors and 160 were non-science majors. The data was collected through the use of a student information survey and the Modified Fennema-Sherman Attitude Scale. The findings suggest that students indicated the desire to help others, peers, salary, and skills as influencing their career choice. In regard to the various parental influences, mother's occupation was the only construct found as a statistically significant influencer on a student's decision to major in science. The results of this study can help educators, administrators, and policy makers understand what influences students to pursue science-related careers and possibly increase the number of students entering science-related careers. The results of the study specifically provide information that may prove useful to administrators and educators in the health science fields, particularly nursing fields. The findings provide insight into why students may choose to become nurses.
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Strategic career planning for physician-scientists.
Shimaoka, Motomu
2015-05-01
Building a successful professional career in the physician-scientist realm is rewarding but challenging, especially in the dynamic and competitive environment of today's modern society. This educational review aims to provide readers with five important career development lessons drawn from the business and social science literatures. Lessons 1-3 describe career strategy, with a focus on promoting one's strengths while minimizing fixing one's weaknesses (Lesson 1); effective time management in the pursuit of long-term goals (Lesson 2); and the intellectual flexibility to abandon/modify previously made decisions while embracing emerging opportunities (Lesson 3). Lesson 4 explains how to maximize the alternative benefits of English-language fluency (i.e., functions such as signaling and cognition-enhancing capabilities). Finally, Lesson 5 discusses how to enjoy happiness and stay motivated in a harsh, zero-sum game society.
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Trajectory Design for a Single-String Impactor Concept
Dono Perez, Andres; Burton, Roland; Stupl, Jan; Mauro, David
2017-01-01
This paper introduces a trajectory design for a secondary spacecraft concept to augment science return in interplanetary missions. The concept consist of a single-string probe with a kinetic impactor on board that generates an artificial plume to perform in-situ sampling. The trajectory design was applied to a particular case study that samples ejecta particles from the Jovian moon Europa. Results were validated using statistical analysis. Details regarding the navigation, targeting and disposal challenges related to this concept are presented herein.
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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.
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Directory of Open Access Journals (Sweden)
G. Robin Gauthier
2017-02-01
Full Text Available In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1 boys and girls do not differ in self-perceived science potential and science career aspirations; (2 consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3 youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations.
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Career and Technical Education Secondary Female Teachers: Leadership Attributes
White, Tedra H.; Smith, Bettye P.
2012-01-01
The purpose of this study was to determine the leadership attributes, professional characteristics, and personal characteristics of secondary female teachers in career and technical education program areas of agriculture, business, family and consumer sciences, healthcare science, marketing, and technology. This study included 179 female secondary…
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Despeaux, J. Michael; Knotts, H. Gibbs; Schiff, Jennifer S.
2014-01-01
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…
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Nuclear reactions: Science and trans-science
International Nuclear Information System (INIS)
Weinberg, A.M.
1992-01-01
This book is a collection of essays written by Weinberg over the span of his scientific and administrative career. A sound theorist, he was introduced to nuclear physics as part of the Manhattan project, and assumed administrative responsibilities during that project. His career has allowed him to make valuable contributions in a broad range of fields. These essays touch on topics of interest to him, concern to the country, and of profound import for society as it exists today. They are grouped into five sections: science and trans-science; scientific administration; strategic defense and arms control; time, energy and resources; nuclear energy
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Career path for operations personnel
International Nuclear Information System (INIS)
Asher, J.A.
1985-01-01
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
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Career success in a boundaryless career world
Arthur, Michael B.; Khapova, S.N.; Wilderom, Celeste P.M.
2005-01-01
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
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Will Computer Engineer Barbie® Impact Young Women's Career Choices?
Martincic, Cynthia J.; Bhatnagar, Neelima
2012-01-01
Controversy and fanfare accompanied the announcement in 2010 by Mattel, Inc. of the Barbie® doll's 126th career--computer engineer. Even though women have been and still are in a minority in the information technology (IT) and computer science (CS) fields, enough women voted for the computer engineer as the next career for Barbie® on Mattel's…
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Mentors, networks, and resources for early career female atmospheric scientists
Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent
2011-12-01
Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.
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A factor analytic study of adult career concerns, career status and career resilience
2008-01-01
D. Litt. et Phil. Factor analytic techniques were used to investigate the psychometric properties of three measuring instruments, namely the Adult Career Concerns Inventory (Super, Thompson & Lindeman, 1988), the Career Attitudes and Strategies Inventory (Holland & Gottfredson, 1994), and the Career Resilience Questionnaire (Fourie & Van Vuuren, 1998). The analyses served the purpose of elucidating the conceptual meanings of the constructs of career concerns, career status and career resil...
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Math Avoidance: A Barrier to American Indian Science Education and Science Careers.
Green, Rayna
1978-01-01
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…
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Flying the Nest: How the Home Department Shapes Researchers' Career Paths
Hottenrott, Hanna; Lawson, Cornelia
2017-01-01
This paper studies the importance of the socialization environment--nest--for the career destinations of early career researchers. In a sample of research groups in the fields of science and engineering at universities in Germany, we identify research orientation, output, funding as well as openness to industry and commercialization as relevant…
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Factors that influence women's dispositions toward science
Atria, Catherine Graczyk
Females have been underrepresented in the study of science and science careers for decades although advancements have been made in closing this gender gap, the gap persists particularly in the physical sciences. Variables which influence a woman's desire to pursue and maintain a science course of study and career must be discovered. The United States lags behind other industrialized countries in the fields of science, math, and engineering. Females comprise an estimated half of the population; their potential contributions cannot be ignored or overlooked. This retrospective research study explores the personal experiences of ten women enrolled in science majors, with science related career plans. The goal of this study is to describe the factors that influence the participants' interest in science. The findings, the effect of science coursework, science teachers' personality and manner, other influential educational personnel, role models and mentors, external influences exclusive of school, parental influence, locus of control and positive attitudes toward science confirm what other researchers have found.
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Trajectory Design for the Europa Clipper Mission Concept
Buffington, Brent
2014-01-01
Europa is one of the most scientifically intriguing targets in planetary science due to its potential suitability for extant life. As such, NASA has funded the California Institute of Technology Jet Propulsion Laboratory and the Johns Hopkins University Applied Physics Laboratory to jointly determine and develop the best mission concept to explore Europa in the near future. The result of nearly 4 years of work--the Europa Clipper mission concept--is a multiple Europa flyby mission that could efficiently execute a number of high caliber science investigations to meet Europa science priorities specified in the 2011 NRC Decadal Survey, and is capable of providing reconnaissance data to maximize the probability of both a safe landing and access to surface material of high scientific value for a future Europa lander. This paper will focus on the major enabling component for this mission concept--the trajectory. A representative trajectory, referred to as 13F7-A21, would obtain global-regional coverage of Europa via a complex network of 45 flybys over the course of 3.5 years while also mitigating the effects of the harsh Jovian radiation environment. In addition, 5 Ganymede and 9 Callisto flybys would be used to manipulate the trajectory relative to Europa. The tour would reach a maximum Jovicentric inclination of 20.1 deg. have a deterministic (Delta)V of 164 m/s (post periapsis raise maneuver), and a total ionizing dose of 2.8 Mrad (Si).
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Emotional Intelligence Abilities and Traits in Different Career Paths
Kafetsios, Konstantinos; Maridaki-Kassotaki, Aikaterini; Zammuner, Vanda L.; Zampetakis, Leonidas A.; Vouzas, Fotios
2009-01-01
Two studies tested hypotheses about differences in emotional intelligence (EI) abilities and traits between followers of different career paths. Compared to their social science peers, science students had higher scores in adaptability and general mood traits measured with the Emotion Quotient Inventory, but lower scores in strategic EI abilities…
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Increasing retention of early career female atmospheric scientists
Edwards, L. M.; Hallar, A. G.; Avallone, L. M.; Thiry, H.
2010-12-01
Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT uses a multi-faceted approach to provide junior scientists with tools that will help them meet the challenges in their research and teaching career paths and will promote their retention in the field. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful and prepared to fill vacancies created by the “baby boomer” retirees. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory, Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. Post-workshop reunion events are held at national scientific meetings to maintain connectivity among each year’s participants, and for collaborating among participants of all workshops held to date. Evaluations of the two workshop cohorts thus far conclude that the workshops have been successful in achieving the goals of establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.
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Mohamed Osama, O; Gallagher, J E
2018-02-01
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.
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Henry, Kesha Atasha
This study explored the preparation of students for higher education and careers in agriculturally-related fields at an urban charter high school. The data were collected through interviews, observations, and field notes. The data were analyzed by qualitative methodology with phenomenology as the theoretical framework. Findings indicated that administrators thought it was important to incorporate agricultural science courses into urban school curricula. They stated that agricultural science courses gave urban students a different way of looking at science and helped to enhance the science and technology focus of the school. Further, agricultural science courses helped to break urban students' stereotypes about agriculture and helped to bring in more state funding for educational programs. However they thought that it was more challenging to teach agricultural science in urban versus rural schools and they focused more on Science, Technology, Engineering, and Mathematics (STEM) related careers. The students had mixed views about higher education and careers in agriculture. This was based on their limited knowledge and stereotypes about agricultural majors and career options. The students highlighted several key reasons why they chose to enroll in agricultural science courses. This included the benefits of dual science credits and the ability to earn an associate degree upon successful completion of their program. Students also loved science and appreciated the science intensive nature of the agricultural courses. Additionally, they thought that the agricultural science courses were better than the other optional courses. The results also showed that electronic media such as radio and TV had a negative impact on students' perceptions about higher education and careers in agriculturally-related fields. Conclusions and recommendations are presented.
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Career and technical education system: Estimates and opinions of the graduates
Directory of Open Access Journals (Sweden)
A T Gasparishvili
2016-12-01
Full Text Available The article is based on the results of the project “Education, labor market and social behavior of the youth under the current economic situation”, in which the sociological study of the professional orientations and plans of the Russian career and technical schools graduates was conducted. The graduates explained their reasons for the career choice, and what factors influenced such a decision, discussed their plans after graduation, expressed their opinions on the quality of education and the educational level necessary to be successful in life. According to the research data, the graduates aim to pursue a higher education degree to become more competitive in the labor market. For most of them, the career and technical education system is an intermediate, “secondary” step in the planned life trajectory. The research data also show significant differences in the motives of certain groups, for instance, students of medical and pedagogical colleges are more committed to the moral values of serving the society than those who plan to work in the commercial sector, service sector, etc. Thus, the data of the study is useful for planning and changing the state and departmental policies in both career and technical education and higher education.
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February NICBR Symposium Highlights Careers in Science | Poster
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
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Lubrica, Joel V.; Abiasen, Jovalson T.; Dolipas, Bretel B.; Ramos, Jennifer Lyn S.
2017-01-01
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.
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Pathfinding for nursing science in the 21st century: where to from here?
2003-01-01
In late 2002, the Office of Nursing Policy convened a "Think Tank" of Canadian nurse scientists and policy-makers to create an opportunity to articulate the major challenges in advancing the nursing science agenda in Canada, and also to discuss what action(s) might be taken to address these challenges. Together, participants identified a number of challenges as follows: * increasing the pool and critical mass of nurse scientists * maximizing career trajectory * aligning focus of research with sources of research funding * enhancing linkages between practice and science * building research programs evaluating scientific productivity, and recognizing individual scientists * capitalizing on nursing research opportunities and * investing in leadership and succession planning. Participants subsequently selected four of these challenges as priorities and identified key collaborative opportunities to address them. Given this promising start, it seems that nursing is positioning itself to make a significant contribution to health research.
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A Case Study of Career Change Professionals in Middle School Teaching
Cutler, Jessica Lynn
2017-01-01
The entrance of second-career professionals to the middle grades math/science education field indicates a shift from the typical work avenues to the field of Education. School culture/climate may also be affected by the insertion of older, experienced second-career professionals. Many educators will refer to the feeling of a "calling" to…
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Developing Interpretive Power in Science Teaching
Rosebery, Ann S.; Warren, Beth; Tucker-Raymond, Eli
2016-01-01
Early career teachers rarely receive sustained support for addressing issues of diversity and equity in their science teaching. This paper reports on design research to create a 30 hour professional development seminar focused on cultivating the interpretive power of early career teachers who teach science to students from historically…
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To Boldly Go: Practical Career Advice for Young Scientists
Fiske, P.
1998-05-01
Young scientists in nearly every field are finding the job market of the 1990's a confusing and frustrating place. Ph.D. supply is far larger than that needed to fill entry-level positions in "traditional" research careers. More new Ph.D. and Master's degree holders are considering a wider range of careers in and out of science, but feel ill-prepared and uninformed about their options. Some feel their Ph.D. training has led them to a dead-end. I present a thorough and practical overview to the process of career planning and job hunting in the 1990's, from the perspective of a young scientist. I cover specific steps that young scientists can take to broaden their horizons, strengthen their skills, and present their best face to potential employers. An important part of this is the realization that most young scientists possess a range of valuable "transferable skills" that are highly sought after by employers in and out of science. I will summarize the specifics of job hunting in the 90's, including informational interviewing, building your network, developing a compelling CV and resume, cover letters, interviewing, based on my book "To Boldly Go: A Practical Career Guide for Scientists". I will also identify other resources available for young scientists. Finally, I will highlight individual stories of Ph.D.-trained scientists who have found exciting and fulfilling careers outside the "traditional" world of academia.
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A Career in Science | Women in Science | Initiatives | Indian ...
Indian Academy of Sciences (India)
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 ...
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Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program
Directory of Open Access Journals (Sweden)
Polly Parker
2018-02-01
Full Text Available The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the program, designed to facilitate women’s transition from being leading academics to academic leaders through a focus on leadership and career progression. We report the participants’ perceptions of its value based on survey data. We conclude that leadership development is difficult work and requires a supportive environment where risk-taking is encouraged, where frank and fearless feedback is provided, and where the individual is required to examine assumptions and biases and to assume a leadership identity.
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Science and Society - Problems, issues and dilemmas in science education
2001-01-01
Next in CERN's series of Science and Society speakers is Jonathan Osborne, Senior Lecturer in Science Education at King's College London. On Thursday 26 April, Dr Osborne will speak in the CERN main auditorium about current issues in science education in the light of an ever more science-based society. Jonathan Osborne, Senior Lecturer in Science Education at King's College London. Does science deserve a place at the curriculum high table of each student or is it just a gateway to a set of limited career options in science and technology? This question leads us to an important change in our ideas of what science education has been so far and what it must be. Basic knowledge of science and technology has traditionally been considered as just a starting point for those who wanted to build up a career in scientific research. But nowadays, the processes of science, the analysis of risks and benefits, and a knowledge of the social practices of science are necessary for every citizen. This new way of looking at s...
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Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners
Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.
2013-01-01
Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…
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Bleacher, L. V.; Lakew, B.; Bracken, J.; Brown, T.; Rivera, R.
2017-01-01
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.
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Toward late career transitioning: a proposal for academic surgeons.
Richards, Robin; McLeod, Robin; Latter, David; Keshavjee, Shaf; Rotstein, Ori; Fehlings, Michael G; Ahmed, Najma; Nathens, Avery; Rutka, James
2017-09-01
In the absence of a defined retirement age, academic surgeons need to develop plans for transition as they approach the end of their academic surgical careers. The development of a plan for late career transition represents an opportunity for departments of surgery across Canada to initiate a constructive process in cooperation with the key stakeholders in the hospital or institution. The goal of the process is to develop an individual plan for each faculty member that is agreeable to the academic surgeon; informs the surgical leadership; and allows the late career surgeon, the hospital, the division and the department to make plans for the future. In this commentary, the literature on the science of aging is reviewed as it pertains to surgeons, and guidelines for late career transition planning are shared. It is hoped that these guidelines will be of some value to academic programs and surgeons across the country as late career transition models are developed and adopted.
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Outreach Opportunities for Early Career Scientists at the Phoenix ComiCon
Horodyskyj, L.; Walker, S. I.; Forrester, J. H.
2014-12-01
The Phoenix ComiCon (PCC) is a rapidly growing annual four-day pop culture event, featuring guests, costuming, exhibits, and discussion panels for popular sci-fi, fantasy, horror, and anime franchises. In 2013, PCC began experimenting with science discussion panels. The popularity of the science programming resulted in an expansion of the track for 2014, which Horodyskyj was responsible for coordinating. Thirty hours of programming were scheduled, including 25 discussion panels, NASA's FameLab, and a Mars room. Panelists included industry specialists, established scientists, STEM outreach enthusiasts, and early career scientists. The majority of the panelists were early career scientists recruited from planetary sciences and biology departments at ASU and UA. Panel topics included cosmology, biotechnology, artificial intelligence, space exploration, astrobiology, and the cross-linkages of each with pop culture. Formats consisted of Q&A, presentations, and interactive game shows. Although most panels were aimed at the general audience, some panels were more specialized. PCC 2014 attracted 77,818 attendees. The science programming received rave reviews from the audience, the PCC management, and the panelists themselves. Many panel rooms were filled to capacity and required crowd control to limit attendance. We observed the formation of science "groupies" who sought out the science panels exclusively and requested more information on other science public events in the Phoenix area. We distributed surveys to several select sessions to evaluate audience reasons for attending the science panels and their opinion of the scientists they observed. We will present the results of these surveys. As the PCC continues to grow at an exponential rate, the science programming will continue to expand. We will discuss ideas for continued expansion of the PCC science programming both to serve the public and as a unique public outreach opportunity for early career scientists.
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Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.
2018-01-01
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…
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Women in Technology: College Experiences That Are Correlated with Long-Term Career Success
Moreno, Melissa Gearhart
2017-01-01
Women are underrepresented in technology careers because they pursue technology degrees less frequently and leave technology careers at greater numbers than do men. By analyzing a representative dataset of college graduates with degrees in computer science, computer engineering, and management information systems, this study identified…
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Influence of students' STEM self-efficacy on STEM and physics career choice
Halim, Lilia; Rahman, Norshariani Abd; Ramli, Nor Aidillina Mohd; Mohtar, Lilia Ellany
2018-01-01
Interest towards STEM and STEM careers is declining worldwide. Among the STEM related careers, the physics discipline has been the most affected in terms of numbers and imbalance of gender. This study investigates the role of self-efficacy in STEM towards STEM careers and Physics career based on gender and types of school. Findings showed that there is a positive and significant correlation between students' STEM self-efficacy and interest towards all disciplines in STEM and Physics career. Boys showed high level of self-efficacy in engineering discipline while the girls' associate more with science. Students from boarding schools showed higher self-efficacy and interest towards STEM careers compared to students from public schools. An implication of the study is that self-efficacy and interest in STEM careers are enhanced through engagement with STEM activities in and outside of school. Emphasis should be given to the role of counselors in making STEM careers relevant to students.
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Directory of Open Access Journals (Sweden)
Nathalie Richit
2012-12-01
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”?
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Directory of Open Access Journals (Sweden)
Melanie LaForce
2017-12-01
Full Text Available Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM. The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014 MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC. Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.
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Private Sector Career Trajectories for Women in Denmark and the USA
DEFF Research Database (Denmark)
Knudsen, Jette Steen
2011-01-01
compared to men, these theories should be complemented with a focus on conditions internal to the firm and in particular the organization of human resources. I focus on IT and pharmaceutical firms in the USA and Denmark, and show that US companies manage compliance by setting clear goals for gender...... diversity while this is not the case in Denmark. Furthermore, US subsidiaries in Denmark view the US paradigm of equality of outcome as more attractive than the Danish paradigm of equality of opportunity. The Danish welfare state is increasingly seen by human resource managers as inadequate when it comes......According to welfare state theories, women pursuing high-level careers benefit from access to maternity-leave programmes and child care. Yet this is not the complete picture. While theories exploring public policy highlight the contribution of welfare services to the relative productivity of women...
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Directory of Open Access Journals (Sweden)
Soonjoo Park, RN, PhD
2015-09-01
Conclusions: The discipline-based career course was effective in decreasing perceptions of career barriers and increasing career search self-efficacy and career preparation behavior among nursing students.
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Beyond the indicators: formulation of the career strategies of scientists
Energy Technology Data Exchange (ETDEWEB)
PÁLINKÓ, E.
2016-07-01
During the past years a comprehensive indicator-system has been developing in Hungary providing instant information for the purposes of evidence-based national science policy. The values in the indicator system are clear and comparable with international references. The suggested indices can point out important issues of the national R&D system and can contribute to raise relevant questions, however, it is emphasized that deeper analysis is needed during the decision making processes. The aim of this article is to show the importance of such analyses based on the preliminary results of a career path research project among PhD holders. The relevant science policy indicators show a favorable picture of the R&D system and the researchers’ pay scale in Hungary by the wage premium of those with tertiary education compared with those with secondary education only. The deeper analysis shows a different picture. The first findings of the recent Career Path Monitor project among researchers at the Hungarian Academy of Sciences (HAS CPM) could provide additional concerns by understanding the background of the career decisions of the PhD holders deeper. Data shows that some dimensions of satisfaction could determine the career-decisions of the examined scholars. The most problematic factor is wage owing to the characteristics of the public servant salary pay scale which is unfavourable for the young researchers at the beginning of their career. What is more it does not differentiate according to scientific performance, so the satisfaction with wage is usually low among young researchers. This problem makes researcher statuses less engaging causing drop in new supplies. Young researchers try to improve their financial circumstances in order to align their possibilities and their expectations based on their high qualification. SSH and STEM researchers have different optimization strategies, nevertheless both inhere severe risks (e.g. decline in scientific performance, brain
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Developing a transnational career in sport psychology – a student perspective
DEFF Research Database (Denmark)
Ronkainen, Noora; Lee, Sae-Mi; Serra de Queiroz, Fernanda
2013-01-01
of transnational careers. Sharing our experiences revealed that we faced similar difficulties as well as similar growth experiences. We found that, being alone in another country for the purpose of education often caused us to bury ourselves in work. Moreover, gaining cultural awareness was imperative to our...... limited, but the experiences of students who pursue transnational careers have also never been addressed. All three authors received the majority of their education in sport psychology abroad; in Australia, Finland, Denmark, Germany, the United Kingdom, United States of America and Greece. By reflecting....... Fernanda’s story will depict her challenges in adapting to both the academic and the national culture of Australia. Noora’s story will explore how her international experiences challenged her approach to research. Sae-Mi’s story will tie these experiences together by reflecting on the future trajectories...
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Career anchors and career resilience: Supplementary constructs?
Directory of Open Access Journals (Sweden)
L. J. Van Vuuren
2000-06-01
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.
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Technical career opportunities in high-level radioactive waste management
International Nuclear Information System (INIS)
1993-01-01
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
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The Museum of Science and Industry Basic List of Children's Science Books 1973-1984.
Richter, Bernice; Wenzel, Duane
Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; encyclopedias and reference books; environment and conservation; fiction; general science; life sciences; marine life; mathematics and computer science; medical and health sciences; physics and chemistry; plant…
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Career competencies for the modern career
Kuijpers, Marinka; Scheerens, Jaap
2006-01-01
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
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Science and Innovation at Los Alamos
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
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Differential and Integral Calculus in careers of technical sciences. Specificities of their teaching
Directory of Open Access Journals (Sweden)
Iván Javier Villamar-Alvarado
2017-12-01
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.
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Women's career choices in chemistry: Motivations, perceptions, and a conceptual model
Grunert, Megan L.
Statistics showing the under-representation of women at all levels within the physical sciences abound, particularly at the graduate and faculty levels. Women chemists choosing an academic career tend to select teaching institutions over research institutions. This study examined women at the graduate and faculty levels through interviews and the construction of participant narratives to better understand why many women opt out of a career in academic research. Specific attention was paid to women's decision-making processes and what motivates women to choose careers, the rewards and challenges associated with different careers, and the perception of different careers contribute to their decisions. The participant narratives were analyzed on a cross-case basis and constructivist grounded theory was used to develop a model about women's decision-making regarding their careers. Additionally, preliminary work has suggested that graduate students have inaccurate perceptions of careers in academia. Interviews with faculty at teaching and research institutions provided a clearer picture of what each type of career entails. Career-choice motivators, rewards, and challenges were identified for each of the faculty groups. It was found that graduate student women have inaccurate perceptions of academic research careers, which affects how they make career decisions. A model of career choice shows interactions between motivation and perception that guide the career decision-making process. By better understanding these women and their motivations, changes can be made to foster inclusion and accommodation for women and other underrepresented groups in academic chemistry.
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The influence of parenting style on academic achievement and career path.
Zahed Zahedani, Zahra; Rezaee, Rita; Yazdani, Zahra; Bagheri, Sina; Nabeiei, Parisa
2016-07-01
Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences. This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Baumrind's Parenting Style and Moqimi's Career Path questionnaires were used and the obtained scores were correlated with the students' transcripts. To study the relation between variables Pearson correlation coefficient was used. There was a significant relationship between authoritarian parenting style and educational success (p=0.03). Also findings showed a significant relationship between firm parenting style and Career Path of the students, authoritarian parenting style and Career Path of the students, educational success and Career Path of the students (p=0.001). Parents have an important role in identifying children's talent and guiding them. Mutual understanding and close relationship between parents and children are recommended. Therefore, it is recommended that the methods of correct interaction of parents and children be more valued and parents familiarize their children with roles of businesses in society and the need for employment in legitimate businesses and this important affair should be more emphasized through mass media and family training classes.
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Tech Directions, 2010
2010-01-01
Forensic science technicians, also called crime laboratory technicians or police science technicians, help solve crimes. They examine and identify physical evidence to reconstruct a crime scene. This article discusses everything students need to know about careers for forensic science technicians--wages, responsibilities, skills needed, career…
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Chemistry without Borders: Careers, Research, and Entrepreneurship
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...
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Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students
Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope
2014-08-01
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.
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Archives | Women in Science | Initiatives | Indian Academy of Sciences
Indian Academy of Sciences (India)
Women scientists share their experiences of choosing Science for their study and career ... News on Women's Day Conference by DST in Science journal; Dr. Maria ... of 52, after a valiant battle with cancer, today on 29th March 2016 in Delhi.
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Bullock-Yowell, Emily; Katz, Sheba P.; Reardon, Robert C.; Peterson, Gary W.
2012-01-01
The respective roles of social cognitive career theory and cognitive information processing in career exploratory behavior were analyzed. A verified path model shows cognitive information processing theory's negative career thoughts inversely predict social cognitive career theory's career problem-solving self-efficacy, which predicts career…
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A Model of Factors Contributing to STEM Learning and Career Orientation
Nugent, Gwen; Barker, Bradley; Welch, Greg; Grandgenett, Neal; Wu, ChaoRong; Nelson, Carl
2015-05-01
The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students' pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.
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Airline Careers. Aviation Careers Series. Revised.
Zaharevitz, Walter
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…
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Inaugural Seminar on "Women in Science : A Career in Science"
Indian Academy of Sciences (India)
user
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.
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Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking
Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.
2016-09-01
There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.
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Career Planning Workshop offers advice on landing a job
Fiske, Peter S.
As part of a continuing program on career planning and job hunting skills for geoscientists, AGU sponsored a career workshop at the Fall 1994 meeting in San Francisco. Over 100 attended the 2-hour seminar led by Peter Fiske, a post-doc at Lawrence Livermore National Laboratory, and Al Levin, assistant director of graduate counseling and programs at Stanford University's Career Planning and Placement Center. The purpose of the seminar was to help Ph.D.s identify the transferable skills they possess and to outline the basic steps in making the often difficult transition to a new career outside of research science. According to Fiske and Levin, scientists tend to start their career change by searching for specific jobs and organizations they think might be a good match for their technical training and tend to assume that a technical position is the only good match for them. In fact, research-trained scientists possess a number of transferable skills that are valued in a wide variety of work environments, such as good communication, organizational, and team work skills, and independence.
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Guise, Jeanne-Marie; Winter, Susan; Fiore, Stephen M; Regensteiner, Judith G; Nagel, Joan
2017-04-01
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.
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[A Model for Predicting Career Satisfaction of Nurses Experiencing Rotation].
Shin, Sook; Yu, Mi
2017-08-01
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
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EVALUATION OF CAREER PATTERNS OF ACADEMIC STAFF IN A ...
African Journals Online (AJOL)
2013-01-31
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 ...
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Tan-Wilson, Anna; Stamp, Nancy
2015-01-01
In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work–life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work–life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work–life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering. PMID:26163564
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Qualities of effective secondary science teachers: Perspectives of university biology students
McCall, Madelon J.
This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement
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Fortunato, Santo; Bergstrom, Carl T; Börner, Katy; Evans, James A; Helbing, Dirk; Milojević, Staša; Petersen, Alexander M; Radicchi, Filippo; Sinatra, Roberta; Uzzi, Brian; Vespignani, Alessandro; Waltman, Ludo; Wang, Dashun; Barabási, Albert-László
2018-03-02
Identifying fundamental drivers of science and developing predictive models to capture its evolution are instrumental for the design of policies that can improve the scientific enterprise-for example, through enhanced career paths for scientists, better performance evaluation for organizations hosting research, discovery of novel effective funding vehicles, and even identification of promising regions along the scientific frontier. The science of science uses large-scale data on the production of science to search for universal and domain-specific patterns. Here, we review recent developments in this transdisciplinary field. Copyright © 2018 The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works.
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Career Development among Undergraduate Students of Madda ...
African Journals Online (AJOL)
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 ...
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Schleigh, S.; Manda, A. K.
2011-12-01
"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
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Crome, Ilana
2015-07-01
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.
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Increasing High School Student Interest in Science: An Action Research Study
Vartuli, Cindy A.
An action research study was conducted to determine how to increase student interest in learning science and pursuing a STEM career. The study began by exploring 10th-grade student and teacher perceptions of student interest in science in order to design an instructional strategy for stimulating student interest in learning and pursuing science. Data for this study included responses from 270 students to an on-line science survey and interviews with 11 students and eight science teachers. The action research intervention included two iterations of the STEM Career Project. The first iteration introduced four chemistry classes to the intervention. The researcher used student reflections and a post-project survey to determine if the intervention had influence on the students' interest in pursuing science. The second iteration was completed by three science teachers who had implemented the intervention with their chemistry classes, using student reflections and post-project surveys, as a way to make further procedural refinements and improvements to the intervention and measures. Findings from the exploratory phase of the study suggested students generally had interest in learning science but increasing that interest required including personally relevant applications and laboratory experiences. The intervention included a student-directed learning module in which students investigated three STEM careers and presented information on one of their chosen careers. The STEM Career Project enabled students to explore career possibilities in order to increase their awareness of STEM careers. Findings from the first iteration of the intervention suggested a positive influence on student interest in learning and pursuing science. The second iteration included modifications to the intervention resulting in support for the findings of the first iteration. Results of the second iteration provided modifications that would allow the project to be used for different academic levels
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Improving Communication Skills in Early Career Scientists
Saia, S. M.
2013-12-01
The AGU fall meeting is a time for scientists to share what we have been hard at work on for the past year, to share our trials and tribulations, and of course, to share our science (we hope inspirational). In addition to sharing, the AGU fall meeting is also about collaboration as it brings old and new colleagues together from diverse communities across the planet. By sharing our ideas and findings, we build new relationships with the potential to cross boundaries and solve complex and pressing environmental issues. With ever emerging and intensifying water scarcity, extreme weather, and water quality issues across the plant, it is especially important that scientists like us share our ideas and work together to put these ideas into action. My vision of the future of water sciences embraces this fact. I believe that better training is needed to help early career scientists, like myself, build connections within and outside of our fields. First and foremost, more advanced training in effective storytelling concepts and themes may improve our ability to provide context for our research. Second, training in the production of video for internet-based media (e.g. YouTube) may help us bring our research to audiences in a more personalized way. Third, opportunities to practice presenting at highly visible public events such as the AGU fall meeting, will serve to prepare early career scientists for a variety of audiences. We hope this session, ';Water Sciences Pop-Ups', will provide the first steps to encourage and train early career scientists as they share and collaborate with scientists and non-scientists around the world.
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To iron or to do science: A storied life of a Latina from scientist to science teacher
Hoy, Sarida P.
Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students' experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student's households contain. Moll, Gonzalez and Amanti (1992) termed these cultural resources as funds of knowledge which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant's cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research
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Stein, Rachel S.
Latino/as are an increasingly large subset of the United States population; however, they continue to be underrepresented in science careers. Because of this increase, research regarding Latino/as has improved, but there are still many gaps in regards to gender-specific predictors to pursue science careers. To address this lack of literature, the purpose of this study is to extend previous research and to develop a model of variables that significantly contribute to science career choice among Latino and Latina students when they graduate from high school. In particular the study addressed the following research questions: (1) What are the differences in science outcomes for Latino and Latina students? (2) What are the differences in factors involved in science outcomes for Latino and Latina students? (3) For Latino and Latina students what are the differences in the factors that predict students' choice to pursue a science degree and/or high scores on the Future Plans in Science Scale? (4) What are the differences in how Latino and Latina students experience science, which account for high achieving students to choose to pursue a science major? This study utilized an explanatory mixed-method approach to examine how cognitive, institutional, and motivational factors may be interrelated and play a role in Latino/as choice to pursue science. The first phase of the study incorporated the collection of survey and database information from 12th grade students at two Southern California high schools. The second phase of the study utilized follow-up focus group interviews to explore the specific differential experiences and views of Latino and Latina students. The results of the study demonstrated multiple significant predictors. Science self-concept and views towards science outside of school were the most significant predictors of students' choice to pursue science. Male students also had major predictors of Spanish proficiency, teacher encouragement, religious views
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Tan-Wilson, Anna; Stamp, Nancy
2015-01-01
In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work-life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work-life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering. © 2015 A. Tan-Wilson and N. Stamp. et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). 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).
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Webster, Craig S; Ling, Christopher; Barrow, Mark; Poole, Phillippa; Henning, Marcus
2017-07-21
To explore relationships between student loans debt, financial support and career preferences upon graduation for all healthcare disciplines offered at the Faculty of Medical and Health Sciences, University of Auckland. The Faculty Tracking Project is a longitudinal study which invites students to complete a questionnaire at the beginning and end of their educational programmes, including questions on debt, financial support and career preference. Our analysis comprised three phases: (1) a descriptive analysis of data related to debt and financial support; (2) a principal component analysis in order to find related categories of career choice; and (3) logistic regression models to determine how career preference categories could be explained by either levels of student loans debt or financial support. Data from 2,405 participating students were included. Students in health sciences, nursing and pharmacy typically accrue levels of student loans debt of around $15,000 to $29,999, while optometry students accrue debt around $15,000 higher. Medical students show debt distributed around modes of $0 and $90,000 or more. All students typically access three sources of financial support during study. Career preferences at graduation reduced to four categories for all health disciplines. We found five significant effects, involving students in health sciences, medicine and pharmacy, relating the number of sources of financial support to the four categories of career preference. No significant effects were found related to level of student loans debt. Our results suggest that financial support is a more strongly determining factor in career choices than the level of student loans debt. The four-category framework for student career preferences appears to be a useful model for further research.
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A Background in Science: What Science Means for Australian Society
Harris, Kerri-Lee
2012-01-01
Prior to this research little was known about the ways in which people draw upon their science backgrounds. An earlier CSHE [Centre for the Study of Higher Education] study for the ACDS [Australian Council of Deans of Science] examined employment outcomes and confirmed that many science graduates pursue careers outside scientific research. There…
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Barry, Deborah S.
As the realities of the academic job market have forced some PhD recipients to accept less-preferable position types, there has been increasing concerns that these students are not prepared for their careers, especially in STEM fields. However, aside from the labor market, few studies have explored the influences on career aspiration and attainment among doctoral degree holders. This study utilized the socialization theory framework to identify aspects of the doctoral education process that are predictive of the likelihood of certain career aspirations among science and engineering doctoral candidates and career attainment among STEM doctoral recipients by utilizing nationally representative datasets: The National Research Council's Assessment of Research Doctorate Programs student questionnaire and the National Science Foundation's Survey of Earned Doctorates. This study identified field of study, research productivity rank of doctoral programs, primary type of finding doctoral students received, level of satisfaction with research experiences, and their sense of belonging within their doctoral program as factors that predict the likelihood of certain career aspirations compared with a career in education. Doctoral candidates' background characteristics that were significant predictors of career aspirations were gender, marital status, dependent status, race, age, and citizenship status. Further, this study identified participant's field of study, the Carnegie Rank of institutions attended, primary type of funding received, length of time to PhD, gender, marital status, dependent status, race, citizenship stats, and age as factors that predict the likelihood of the career outcomes investigated in this study, including doctoral recipients' employment field and primary work activity.
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About | Women in Science | Initiatives | Indian Academy of Sciences
Indian Academy of Sciences (India)
The issue of under representation of women in science is being seen with a great deal ... the factors influencing the science career for Indian women; and to suggest ... of 52, after a valiant battle with cancer, today on 29th March 2016 in Delhi.
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The Gender and Science Digital Library: Affecting Student Achievement in Science.
Nair, Sarita
2003-01-01
Describes the Gender and Science Digital Library (GSDL), an online collection of high-quality, interactive science resources that are gender-fair, inclusive, and engaging to students. Considers use by teachers and school library media specialists to encourage girls to enter careers in science, technology, engineering, and math (STEM). (LRW)
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Wang, Ming-Te; Eccles, Jacquelynne S; Kenny, Sarah
2013-05-01
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.
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SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
Energy Technology Data Exchange (ETDEWEB)
Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)
2016-06-15
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
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SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
International Nuclear Information System (INIS)
Buckley, L
2016-01-01
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
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Roach, Michael
2017-01-01
This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discourage entrepreneurship, from approximately 3% in engineering to approximately 12% in the life sciences. Within fields, there is no difference between labs that encourage entrepreneurship and those that do not with respect to basic research activity and the number of publications. At the same time, labs that encourage entrepreneurship are significantly more likely to report invention disclosures, particularly in engineering where such labs are 41% more likely to disclose inventions. With respect to career pathways, PhDs students in labs that encourage entrepreneurship do not differ from other PhDs in their interest in academic careers, but they are 87% more likely to be interested in careers in entrepreneurship and 44% more likely to work in a startup after graduation. These results persist even when accounting for individuals' pre-PhD interest in entrepreneurship and the encouragement of other non-academic industry careers.
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2017-01-01
This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discourage entrepreneurship, from approximately 3% in engineering to approximately 12% in the life sciences. Within fields, there is no difference between labs that encourage entrepreneurship and those that do not with respect to basic research activity and the number of publications. At the same time, labs that encourage entrepreneurship are significantly more likely to report invention disclosures, particularly in engineering where such labs are 41% more likely to disclose inventions. With respect to career pathways, PhDs students in labs that encourage entrepreneurship do not differ from other PhDs in their interest in academic careers, but they are 87% more likely to be interested in careers in entrepreneurship and 44% more likely to work in a startup after graduation. These results persist even when accounting for individuals’ pre-PhD interest in entrepreneurship and the encouragement of other non-academic industry careers. PMID:28178270
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Nurse Leaders' Experiences of Implementing Career Advancement Programs for Nurses in Iran.
Sheikhi, Mohammad Reza; Fallahi Khoshknab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh
2015-02-24
Career advancement programs are currently implemented in many countries. In Iran, the first career advancement program was Nurses' Career Advancement Pathway. The purpose of this study was to explore nurse leaders' experiences about implementing the Nurses' Career Advancement Pathway program in Iran. This exploratory qualitative study was conducted in 2013. Sixteen nurse managers were recruited from the teaching hospitals affiliated to Shahid Behesthi, Qazvin, and Iran Universities of Medical Sciences in Iran. Participants were recruited using purposive sampling method. Study data were collected through in-depth semi-structured interviews. The conventional content analysis approach was used for data analysis. participants' experiences about implementing the Nurses' Career Advancement Pathway fell into three main categories including: a) the shortcomings of performance evaluation, b) greater emphasis on point accumulation, c) the advancement-latitude mismatch. The Nurses' Career Advancement pathway has several shortcomings regarding both its content and its implementation. Therefore, it is recommended to revise the program.
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Nurse Leaders’ Experiences of Implementing Career Advancement Programs for Nurses in Iran
Sheikhi, Mohammad Reza; Khoshknab, Masoud Fallahi; Mohammadi, Farahnaz; Oskouie, Fatemeh
2015-01-01
Background and purpose: Career advancement programs are currently implemented in many countries. In Iran, the first career advancement program was Nurses’ Career Advancement Pathway. The purpose of this study was to explore nurse leaders’ experiences about implementing the Nurses’ Career Advancement Pathway program in Iran. Methods: This exploratory qualitative study was conducted in 2013. Sixteen nurse managers were recruited from the teaching hospitals affiliated to Shahid Behesthi, Qazvin, and Iran Universities of Medical Sciences in Iran. Participants were recruited using purposive sampling method. Study data were collected through in-depth semi-structured interviews. The conventional content analysis approach was used for data analysis. Results: participants’ experiences about implementing the Nurses’ Career Advancement Pathway fell into three main categories including: a) the shortcomings of performance evaluation, b) greater emphasis on point accumulation, c) the advancement-latitude mismatch. Conclusion: The Nurses’ Career Advancement pathway has several shortcomings regarding both its content and its implementation. Therefore, it is recommended to revise the program. PMID:26156907
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STUDENTS' SOCIAL AND PROFESSIONAL MOBILITY AS A PREREQUISITE OF DYNAMIC CAREER PROSPECTS
Directory of Open Access Journals (Sweden)
Evald F. Zeer
2014-01-01
Full Text Available The paper is devoted to the problems of students' social and professional mobility in the post-industrial society, given the dynamism and uncertainty of future career prospects, and variability and multidimensionality of individual career trajectories.The research is aimed at defining the phenomenon of social and professional mobility, determining factors of professional growth, and functional structural characteristics of mobility development.The scientific novelty involves the author's interpretation and conceptual analysis of students’ socio-professional mobility, and its contribution to the future professional growth. The author considers both the objective and subjective factors affecting the uncertainty of students' professional future: objective factors include socio-economic conditions of postindustrial society, systems of vocational education and guidance; subjective factors deal with the intrapersonal conflicts of professional self-determination, discrepancy of socio-professional orientation, and low auto-competency level.The research findings reveal the structure and characteristic features of students' social and professional mobility: psycho-physiological qualities, cognitive abilities, socio-professional experience and orientation, as well as the negative impact factors. Based on the content analysis and expert evaluation, the author singles out and defines the key characteristics of students’ mobility: adaptability, initiative, innovativeness, learning ability, behavioral flexibility, reflexivity and excessive activity.Practical significance: the research outcomes provide the ground for extrapolation of students' career prospects in vocational schools, career counseling and job placement centers.
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The influence of parenting style on academic achievement and career path
Directory of Open Access Journals (Sweden)
ZAHRA ZAHED ZAHEDANI
2016-07-01
Full Text Available Introduction: Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences. Methods: This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Baumrind’s Parenting Style and Moqimi’s Career Path questionnaires were used and the obtained scores were correlated with the students’ transcripts. To study the relation between variables Pearson correlation coefficient was used. Results: There was a significant relationship between authoritarian parenting style and educational success (p=0.03. Also findings showed a significant relationship between firm parenting style and Career Path of the students, authoritarian parenting style and Career Path of the students, educational success and Career Path of the students (p=0.001. Conclusion: Parents have an important role in identifying children’s talent and guiding them. Mutual understanding and close relationship between parents and children are recommended. Therefore, it is recommended that the methods of correct interaction of parents and children be more valued and parents familiarize their children with roles of businesses in society and the need for employment in legitimate businesses and this important affair should be more emphasized through mass media and family training classes.
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The influence of parenting style on academic achievement and career path
ZAHED ZAHEDANI, ZAHRA; REZAEE, RITA; YAZDANI, ZAHRA; BAGHERI, SINA; NABEIEI, PARISA
2016-01-01
Introduction Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences. Methods This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Baumrind’s Parenting Style and Moqimi’s Career Path questionnaires were used and the obtained scores were correlated with the students' transcripts. To study the relation between variables Pearson correlation coefficient was used. Results There was a significant relationship between authoritarian parenting style and educational success (p=0.03). Also findings showed a significant relationship between firm parenting style and Career Path of the students, authoritarian parenting style and Career Path of the students, educational success and Career Path of the students (p=0.001). Conclusion Parents have an important role in identifying children’s talent and guiding them. Mutual understanding and close relationship between parents and children are recommended. Therefore, it is recommended that the methods of correct interaction of parents and children be more valued and parents familiarize their children with roles of businesses in society and the need for employment in legitimate businesses and this important affair should be more emphasized through mass media and family training classes. PMID:27382580
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Freudenrich, Craig C.
2000-01-01
Recommends using science fiction television episodes, novels, and films for teaching science and motivating students. Studies Newton's Law of Motion, principles of relativity, journey to Mars, interplanetary trajectories, artificial gravity, and Martian geology. Discusses science fiction's ability to capture student interest and the advantages of…
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FCS Students' Attitudes and Intentions toward Entrepreneurial Careers
Frazier, Barbara; Niehm, Linda S.
2008-01-01
Growing interest in entrepreneurship among younger workers has implications for university family and consumer sciences (FCS) programs. This study assessed FCS majors' attitudes toward entrepreneurship as a career path. Students viewed entrepreneurship opportunities as attractive and were confident about their possibilities for success; however,…
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Socio- Demographic Characteristics and Career Choice of Private Secondary School Students
Directory of Open Access Journals (Sweden)
Maria Ramona S. Braza
2015-11-01
Full Text Available This study determined the career choice of the high school students of the different private institutions in San Jose, Batangas as a basis for developing a career program guide to help the students in choosing their career.The descriptive method was used the study with the questionnaire and standardized test as the main data gathering instruments. Parents, students and teachers served as respondents of the study. The study revealed that most preferred career of the respondents is the academic track particularly the Science Technology Engineering and Mathematics (STEM strand. The proposed program guide formulated focused on how to help the students decide on their future career. When properly given, it will benefit the students. The researchers recommended that the proposed career program guide that has been formulated may be shown to school heads for their suggestions; the students should be provided with effective orientation on what career is really all about. This could be done by the school guidance counselor or by the teachers and parents as well and there must be a close–up tie among the guidance personnel, teachers, students, and parents to promote a better understanding of the factors which influence the career choice of the students.
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Steakley, Carrie Capers
This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.
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Reasons Why Some Women Quit Science
Tabazadeh, A.
2002-12-01
Nearly half of all graduate students majoring in various disciplines of science today are women, yet men still predominate the faculty makeup at most universities and research institutions. This issue was discussed at length last year in the journal Science and also in the Chemical Engineering News (the ACS weekly publication magazine). The question is: why do so many women decide to major in science but not to pursue a career in science? Over the years I have seen highly capable women quit science for two main reasons. First, intimidation that can be very difficult to deal with when someone is just starting a career in science. Thus, I encourage young women to make a sincere effort to surround themselves with colleagues who are both knowledgeable and considerate. Keep in my mind that you have a choice to choose your future collaborators, so make some smart choices early on and throughout your career. Second, is the need to balance the demands of work with those of family life. Personally, I don't believe a tenure system is fair to young women who wish to have children during this appointment. The level of stress can be very high, which prevents women from applying to a position where they are given only a few short years to prove themselves. Also, try not to make a radical decision (i.e. quit science) if you are too stressed. Talk to more senior women in the field to learn how to better deal with your stress. After all a career in science has many ups and downs, and to survive, one needs to balance the good and bad days. In this talk I will address the questions outlined in the announcement as they relate to me. Overall, my advice to young women who are just starting their scientific careers is to celebrate your accomplishments and learn from your mistakes.
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The Influence of Teachers' Career Guidance Profiles on Students' Career Competencies
Mittendorff, Kariene; Beijaard, Douwe; den Brok, Perry; Koopman, Maaike
2012-01-01
In this article, we examine the relationship between different career guidance styles of vocational education teachers and vocational education students' career competencies (i.e. career reflection, career exploration and networking). Questionnaires on students' perceptions of the career guidance of their teachers during career conversations, and…
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Koul, Ravinder; Lerdpornkulrat, Thanita; Chantara, Soontornpathai
2011-12-01
A student's motivational orientation is considered to be a predictor of a range of related education decisions, from attending classes to choosing a particular course or a profession. This survey study conducted with student volunteers (males = 519; females = 904) enrolled in secondary school science-math academic stream in Thailand investigated the relationship between measures of motivation (achievement goal orientation and physics and biology classroom anxiety) and aspirations for high earning science and math related careers. Results of multiple discriminant analyses showed gender differences in the motivational factors that influence career aspirations. Our interpretation of the findings highlights the significance of cultural beliefs about gender in decision making for careers.
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Usmani, Adnan Mahmmood; Meo, Sultan Ayoub
2011-01-01
Scientific achievement by publishing a scientific manuscript in a peer reviewed biomedical journal is an important ingredient of research along with a career-enhancing advantages and significant amount of personal satisfaction. The road to evaluate science (research, scientific publications) among scientists often seems complicated. Scientist's career is generally summarized by the number of publications / citations, teaching the undergraduate, graduate and post-doctoral students, writing or reviewing grants and papers, preparing for and organizing meetings, participating in collaborations and conferences, advising colleagues, and serving on editorial boards of scientific journals. Scientists have been sizing up their colleagues since science began. Scientometricians have invented a wide variety of algorithms called science metrics to evaluate science. Many of the science metrics are even unknown to the everyday scientist. Unfortunately, there is no all-in-one metric. Each of them has its own strength, limitation and scope. Some of them are mistakenly applied to evaluate individuals, and each is surrounded by a cloud of variants designed to help them apply across different scientific fields or different career stages [1]. A suitable indicator should be chosen by considering the purpose of the evaluation, and how the results will be used. Scientific Evaluation assists us in: computing the research performance, comparison with peers, forecasting the growth, identifying the excellence in research, citation ranking, finding the influence of research, measuring the productivity, making policy decisions, securing funds for research and spotting trends. Key concepts in science metrics are output and impact. Evaluation of science is traditionally expressed in terms of citation counts. Although most of the science metrics are based on citation counts but two most commonly used are impact factor [2] and h-index [3].
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Cerinsek, Gregor; Hribar, Tina; Glodez, Natasa; Dolinsek, Slavko
2013-01-01
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…
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Energy Technology Data Exchange (ETDEWEB)
Turner, James C. Jr.; Mason, Thomas; Guerrieri, Bruno
1997-10-01
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.
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An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.
Directory of Open Access Journals (Sweden)
Melanie Sinche
Full Text Available PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099 who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI and non-research-intensive (NRI careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project. High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1 encouraging trainees to recognize their existing individual skill sets, and 2 increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers
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An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.
Sinche, Melanie; Layton, Rebekah L; Brandt, Patrick D; O'Connell, Anna B; Hall, Joshua D; Freeman, Ashalla M; Harrell, Jessica R; Cook, Jeanette Gowen; Brennwald, Patrick J
2017-01-01
PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially
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Directory of Open Access Journals (Sweden)
Rymešová, Pavla
2010-12-01
Full Text Available The article is focused on professional orientation and direction of the careers of graduates of Faculty of Economics and Management (FEM and Faculty of Agrobiology, Food and Natural Resources (FAFNR at Czech University of Life Sciences Prague (CULS. The general information and theoretical part is devoted to the topic of career, its concept and definition, and it deals with chosen determinants of career orientation and career development. The concept of career is considered within the sphere of specialized terminology mainly used in humanities disciplines, it defines subjective and objective career. Moreover, the concepts of life developmental tasks and career maturity are being mapped. The existence of typical stages of development is also discussed, for which there are typical qualitative differences on the level of information, in relation to a given profession and in motivation towards the profession (with regard to the stage that includes university studies. Significant influence of objective and situational factors, which interfere with career orientation and the choice of a profession, is further included. A look at a person’s personality with respect to the determinants of career orientation and career development also forms a part of the general information part. In its first part of the empirical section, the article is focused on the concept and definition of career from the beginning of the 1990s. This includes the views of Czech as well as foreign authors. In the second part, the article tries to present practical consequences of students’ career orientation and it deals with processing an estimate whether the observed faculties’ graduates remain working in the field related to what they studied within five years from graduation. A part of the study is also formed by a description of the main motives leading to choosing a profession during university studies. The chosen attributes were monitored among a selected group of
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Holloway, T.; Hastings, M. G.; Barnes, R. T.; Fischer, E. V.; Wiedinmyer, C.; Rodriguez, C.; Adams, M. S.; Marin-Spiotta, E.
2014-12-01
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.
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Lewis, Elaine; Bullimore, Hayley; Krupa, Amy; Gaschk, Katherine; Pearson, Jennifer
2014-01-01
Science expositions at the Canning River Eco Education Centre (CREEC), Perth, Western Australia, have been conducted over the last five years (2009-2013) during National Science Week. These expos aimed to enhance science understanding in the community, foster partnerships for science and promote science careers by providing a scientific feast for…
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Career anchors and values from different career management perspectives
Directory of Open Access Journals (Sweden)
Rodrigo Cunha da Silva
2016-06-01
Full Text Available Purpose – To analyze the relationships between career anchors and young Generation Y professionals’ values, from the career concept perspective. Design/methodology/approach – Research concerning the proposed objective was carried out through quantitative research involving 189 Business Administration majors from a Catholic university in São Paulo, Brazil. We used two instruments to identify the career anchors and values of respondents: Schein (1990 and Schwartz (1994, respectively. We used statistical techniques to explore the relationships between career anchors and values. Findings – Among the results, mention should be made to the statistical relationships found between analyzed career anchors and values. It is also important to stress that, although the Lifestyle career anchor was predominantly present in the conglomerate division, this anchor was the predominant characteristic in the differentiation of the smaller group of respondents, the new career group. The General Management Career Anchor, which presents a lower incidence, is the predominant characteristic of the larger group, referring to organizational careers. As well as the Lifestyle career anchor, the Hedonism value was predominant among respondents. Originality/value – The need to consider the following was found: Generation Y presents generational characteristics that drive people management to propose work structures that offer activities to generate learning, pleasure, self-fulfillment and conciliation between work and personal life.
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Dual career and job sharing - two careers or half a career?
Heilbronner, Renée; Stünitz, Holger
2017-04-01
One option for a dual career that is often considered is job sharing. After 20 years of job sharing during the most competitive years of our careers we would like to share a few thoughts on some of the problems we came across. The typical job sharing situation is one of a young couple about to found a family. However, this need not be the case, many alternative models are thinkable, few are actually liveable. The list of problems we came across includes: 1 - The hiring age for professors keeps dropping. This adds extra stress to the competitive post doc time 2 - Postdoc positions are not designed for dual career. ... and much less for job sharing. 3 - The higher the academic position the less likely it is offered for job sharing. - because it is claimed that leadership and responsibility cannot be shared. - because two half positions do indeed cost more than one whole (what hiring institutions fail to see is that they get two instead of one fully qualified scientists in return) - because they are difficult to plan: what happens if one partner leaves the department? 4 - Age difference of dual career partners Partners of different age have different qualifications and experiences. Usually the career of the more advanced partners is promoted more, the career of the second partner falls behind.
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Tan-Wilson, Anna; Stamp, Nancy
2015-01-01
In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life…
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Directory of Open Access Journals (Sweden)
Guilherme Assunção de Andrade
2011-12-01
Full Text Available DOI: 10.5007/2175-8077.2011v13n31p58 This research has analyzed if the attitudes and values of news professionals are more adherent to the traditional idea of career or self-directed/protean careers. The objectives were to identify the anchors of respondents’ careers, the degree of satisfaction towards their careers, professions and work and the relationship between these variables and their career profiles. The data collection instrument used was a questionnaire and a sample consisted of 113 graduate and undergraduate students in the area of Administration. As a result, we have found the “Lifestyle” career anchor with the highest average, indicating a tendency to pursue a career that allows integrating personal, family and work lives. We have detected a trend of the subjects to track the protean career. And no correlation was found between career anchors and career satisfaction, indicating that there is not a specific anchor that could provide greater work satisfaction than others. The study contributes to the proposition questions about the career profile that has been used, with the identification of the level of professional satisfaction. Besides it has indicated there should be a revision of the scale of Career Anchors, in order to increase its reliability.
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“Career portfolio” as a Tool to Renew Career Capital
Cybal-Michalska, Agnieszka
2014-01-01
In this article, the Author stressed the subject of the career phenomenon. The discourse presented here related to the career that requires taking into account multicontextual changes in the area of work and changes that make employees face new challenges, emphasizes the importance of constructing one’s own career “portfolio”, as a tool to renew one’s career. The most important changes include the increase in the role of the career and the ability to plan, manage and monitor one’s career in a...
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Sato, Takumi C.
While many researchers have worked to address the unequal educational outcomes between White and non-White students, there are few signs of progress for people of color seeking entry into a STEM career trajectory. Starting from high school, the number of students who persist to complete a STEM bachelor's degree and obtaining a job in science or engineering continues to indicate that people of color are underrepresented. I suggest that research must consider the role of race and racism in the education of youth of color. Especially in science education, there is very little work addressing how racism may present barriers that impede progress for students along the STEM trajectory. This study is informed by critical race theory (CRT) that posits racism is endemic in society. White privilege enables the dominant group to maintain inequitable advantages that marginalizes populations of color. CRT also puts forth that counter narratives of the marginalized groups is essential to challenge the institutionalized forms of oppression. Using CRT and youth participatory action research (YPAR), this investigation re-imagines youth as capable of transforming their own social and political condition through research and action. This project asked youth of color to interrogate their own experiences as science learners, engage in research on structural inequities of STEM trajectories, plan strategic moves to challenge power structures, and take action for social justice. The youth started by exploring the concept of race and instances where racism was found in public spaces and in their personal experiences. They examined their experiences in science as a student more generally and then for racism. Then, the focus turned to conducting research with peers, observing science classrooms in another school, and using online information to compare schools. The youth planned strategic action against the racism they found in the analysis of the data that included conference presentations
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Educational activities of CAREER: Crystallization Kinetics in Volcanology
Hammer, J. E.
2011-12-01
Professional development of teachers is recognized as critical for improving student learning outcomes. The major outreach initiative of my CAREER award was to develop a teacher professional development program for middle school (grades 6-8) teachers that would improve teacher's mastery of geoscience and basic science skills and practices and expose them to an authentic research environment. The explicit objectives of the Research Experience for Teachers in Volcano-Petrology (RET/V-P) were for teachers to (1) master technical skills for safe and productive laboratory work, (2) deepen understanding of science content, (3) develop scientific "habits of the mind" as outlined in the National Science Standards, and (4) hone science communication skills. Six teachers, one undergraduate, and two graduate students participated in the teacher professional development program during the summers of the CAREER award period. A subsequent EAR award now supports the program, and summer 2011 saw the participation of five additional teachers. The teachers span a wide range of educational backgrounds, prior exposure to geoscience, and teaching assignments at public and private schools. Each year, the program was modified using formative and summative evaluation tools to better serve the scheduling needs and content preferences. In general, the program has evolved from an emphasis on research exposure to an emphasis on imparting basic geoscience concepts. A myriad of approaches including field trips to local outcrops, lecture tutorials and lecture-based active engagement exercises (such as iclicker delivery of Geoscience Concept Inventory questions), with a taste of laboratory work (crystal growth experiments, optics primer), has emerged as the most successful means of achieving objectives 1-4, above. The first summer I advertised the RET/V-P, no teachers applied. (This challenge was overcome in subsequent years by targeting the solicitation using teacher list serves, the Hawaii
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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…
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Hamilton, Asia Fuller; Malin, Joel; Hackmann, Donald
2015-01-01
This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized.…
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Career Motivation of Secondary Students in STEM: A Cross-Cultural Study between Korea and Indonesia
Shin, Sein; Rachmatullah, Arif; Roshayanti, Fenny; Ha, Minsu; Lee, Jun-Ki
2018-01-01
The purpose of this study was to understand the career motivation of secondary students in science, technology, engineering, and mathematics (STEM) by comparing Korean and Indonesian students. Effects of gender and educational level on students' STEM career motivation were also examined. To test for differences, we used Rasch analysis, 3-way…
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Miller, David I.; Eagly, Alice H.; Linn, Marcia C.
2015-01-01
In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66…
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The Role of Science and Discovery Centres in the Public Understanding of Science
Short, Daniel B.; Weis, Nicole
2013-01-01
The number of science and discovery centres has grown exponentially over the last two centuries. Science and discovery centres are one of the top five stimuli that influence a career choice in science. Their history, growth, impact and role in the public understanding of science are discussed. (Contains 2 tables, 7 figures, and 21 online…
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Science | Argonne National Laboratory
Security Photon Sciences Physical Sciences & Engineering Energy Frontier Research Centers Scientific Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at Argonne Work with Us About Safety News Careers Education Community Diversity Directory Argonne National Laboratory
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Career Orientations and Career Route Preferences in R&D Organisations.
Petroni, Alberto
2000-01-01
A survey of 151 Italian scientists and engineers and case studies of a career development system for technical professionals revealed that career orientation (as measured by Schein's career anchors) is a useful predictor of career route preferences. (Author/JOW)
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Influencers of career choice among allied health students.
Brown-West, A P
1991-01-01
This study focused on the factors that influence students' choice of an allied health profession. A survey of 153 students in three allied health programs at the University of Connecticut revealed that "the need to help others," "prestige," "professional autonomy," "opportunities for advancement," "income potential," and "the effect of the specialty on family and personal life," were the major influencers of career choice among allied health students. Only a few students regarded malpractice suits and AIDS as negative influencers. While medical laboratory science majors regarded these as important factors, dietetics and physical therapy majors did not. The article suggests further use of these findings by program directors and career counselors.
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Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.
2016-01-01
Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation. PMID:27543631
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Directory of Open Access Journals (Sweden)
Michael Roach
Full Text Available This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discourage entrepreneurship, from approximately 3% in engineering to approximately 12% in the life sciences. Within fields, there is no difference between labs that encourage entrepreneurship and those that do not with respect to basic research activity and the number of publications. At the same time, labs that encourage entrepreneurship are significantly more likely to report invention disclosures, particularly in engineering where such labs are 41% more likely to disclose inventions. With respect to career pathways, PhDs students in labs that encourage entrepreneurship do not differ from other PhDs in their interest in academic careers, but they are 87% more likely to be interested in careers in entrepreneurship and 44% more likely to work in a startup after graduation. These results persist even when accounting for individuals' pre-PhD interest in entrepreneurship and the encouragement of other non-academic industry careers.
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CSIR ScienceScope: Women in science
CSIR Research Space (South Africa)
CSIR
2006-08-01
Full Text Available of a SET career ladder is in process, the results of which I anticipate will not reflect an abundance of women in top science or management positions. There is still no female CSIR fellow, however, for the first time in our history we have a black... they perceive the opportunities available to them. The CSIR recently went through a change process, which is not yet complete – we need to consider interventions to accelerate the movement of women through the organisation’s SET career ladder. It is clear...
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Cook, Melissa Sunshine
This study examines the teacher's role in shaping the identity construction resources available in a classroom and the ways in which individual students take up, modify, and appropriate those resources to construct themselves as scientists through interaction with their teacher and peers. Drawing on frameworks of identity construction and social positioning, I propose that the locally-negotiated classroom-level cultural model of what it means to be a "good" science student forms the arena in which students construct a sense of their own competence at, affiliation with, and interest in science. The setting for this study was a 6th grade science class at a progressive urban elementary school whose population roughly represents the ethnic and socioeconomic diversity of the state of California. The teacher was an experienced science and math teacher interested in social justice and inquiry teaching. Drawing from naturalistic observations, video and artifact analysis, survey data, and repeated interviews with students and the teacher, I demonstrated what it meant to be a "good" science student in this particular cultural community by analyzing what was required, reinforced, and rewarded in this classroom. Next, I traced the influence of this particular classroom's conception of what it meant to be good at science on the trajectories of identification with science of four 6th grade girls selected to represent a variety of stances towards science, levels of classroom participation, and personal backgrounds. Scientific scholarship in this class had two parts: values related to science as a discipline, and a more generic set of school-related values one might see in any classroom. Different meanings of and values for science were indexed in the everyday activities of the classroom: science as a language for describing the natural world, science as a set of rhetorical values, science as an adult social community, and science as a place for mess and explosions. Among school
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Students' Awareness of Science Teachers' Leadership, Attitudes toward Science, and Positive Thinking
Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.
2016-01-01
There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students'…
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Application of Enlisted Force Retention Levels and Career Field Stability
2017-03-23
APPLICATION OF ENLISTED FORCE RETENTION LEVELS AND CAREER FIELD STABILITY THESIS Presented to the Faculty Department of Operational Sciences ...Fulfillment of the Requirements for the Degree of Master of Science in Operations Research Jamie T. Zimmermann, MS, BS Captain, USAF March 2017...Appendix B. The function proc lifetest is a nonparametric estimate of the survivor function using either the Kaplan-Meier method or the actuarial
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Developing the Next Generation of Science Data System Engineers
Moses, J. F.; Durachka, C. D.; Behnke, J.
2015-12-01
At Goddard, engineers and scientists with a range of experience in science data systems are needed to employ new technologies and develop advances in capabilities for supporting new Earth and Space science research. Engineers with extensive experience in science data, software engineering and computer-information architectures are needed to lead and perform these activities. The increasing types and complexity of instrument data and emerging computer technologies coupled with the current shortage of computer engineers with backgrounds in science has led the need to develop a career path for science data systems engineers and architects. The current career path, in which undergraduate students studying various disciplines such as Computer Engineering or Physical Scientist, generally begins with serving on a development team in any of the disciplines where they can work in depth on existing Goddard data systems or serve with a specific NASA science team. There they begin to understand the data, infuse technologies, and begin to know the architectures of science data systems. From here the typical career involves peer mentoring, on-the-job training or graduate level studies in analytics, computational science and applied science and mathematics. At the most senior level, engineers become subject matter experts and system architect experts, leading discipline-specific data centers and large software development projects. They are recognized as a subject matter expert in a science domain, they have project management expertise, lead standards efforts and lead international projects. A long career development remains necessary not only because of the breath of knowledge required across physical sciences and engineering disciplines, but also because of the diversity of instrument data being developed today both by NASA and international partner agencies and because multi-discipline science and practitioner communities expect to have access to all types of observational
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Developing the Next Generation of Science Data System Engineers
Moses, John F.; Behnke, Jeanne; Durachka, Christopher D.
2016-01-01
At Goddard, engineers and scientists with a range of experience in science data systems are needed to employ new technologies and develop advances in capabilities for supporting new Earth and Space science research. Engineers with extensive experience in science data, software engineering and computer-information architectures are needed to lead and perform these activities. The increasing types and complexity of instrument data and emerging computer technologies coupled with the current shortage of computer engineers with backgrounds in science has led the need to develop a career path for science data systems engineers and architects.The current career path, in which undergraduate students studying various disciplines such as Computer Engineering or Physical Scientist, generally begins with serving on a development team in any of the disciplines where they can work in depth on existing Goddard data systems or serve with a specific NASA science team. There they begin to understand the data, infuse technologies, and begin to know the architectures of science data systems. From here the typical career involves peermentoring, on-the-job training or graduate level studies in analytics, computational science and applied science and mathematics. At the most senior level, engineers become subject matter experts and system architect experts, leading discipline-specific data centers and large software development projects. They are recognized as a subject matter expert in a science domain, they have project management expertise, lead standards efforts and lead international projects. A long career development remains necessary not only because of the breadth of knowledge required across physical sciences and engineering disciplines, but also because of the diversity of instrument data being developed today both by NASA and international partner agencies and because multidiscipline science and practitioner communities expect to have access to all types of observational data
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Franz-Odendaal, Tamara A.; Blotnicky, Karen; French, Frederick; Joy, Phillip
2016-01-01
To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high…
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Energy Technology Data Exchange (ETDEWEB)
Reif, R.J. [State Univ. of New York, New Paltz, NY (United States); Lock, C.R. [Univ. of North Carolina, Charlotte, NC (United States)
1998-11-01
This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers. In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.
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Tsigarides, Jordan; Wingfield, Laura R; Kulendran, Myutan
2017-01-07
North American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. However, it has only recently been introduced in other medical schools outside of North America. Since its inception, there has been the debate on whether the PBL learning process predisposes students to select certain career paths. To review available evidence to determine the predisposition of specific career paths when undertaking a PBL-based medical curriculum. The career path trajectory was determined as measured by official Matching Programs, self-reported questionnaires and surveys, and formally defined career development milestones. A systematic literature review was performed. PubMed, Medline, Cochrane and ERIC databases were analysed in addition to reference lists for appropriate inclusion. Eleven studies fitting the inclusion criteria were identified. The majority of studies showed that PBL did not predispose a student to a career in a specific speciality (n = 7 out of 11 studies, 64%). However, three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum. PBL has been shown not to predispose medical students to a career in General Practice or any other speciality. Furthermore, a greater number of similar studies are required before a definitive conclusion can be made in the future.
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US Decadal Survey Outer Solar System Missions: Trajectory Options
Spilker, T. R.; Atkinson, D. H.; Strange, N. J.; Landau, D.
2012-04-01
The report of the US Planetary Science Decadal Survey (PSDS), released in draft form March 7, 2011, identifies several mission concepts involving travel to high-priority outer solar system (OSS) destinations. These include missions to Europa and Jupiter, Saturn and two of its satellites, and Uranus. Because travel to the OSS involves much larger distances and larger excursions out of the sun's gravitational potential well than inner solar system (ISS) missions, transfer trajectories for OSS missions are stronger drivers of mission schedule and resource requirements than for ISS missions. Various characteristics of each planet system, such as obliquity, radiation belts, rings, deep gravity wells, etc., carry ramifications for approach trajectories or trajectories within the systems. The maturity of trajectory studies for each of these destinations varies significantly. Europa has been the focus of studies for well over a decade. Transfer trajectory options from Earth to Jupiter are well understood. Current studies focus on trajectories within the Jovian system that could reduce the total mission cost of a Europa orbiter mission. Three missions to the Saturn system received high priority ratings in the PSDS report: two flagship orbital missions, one to Titan and one to Enceladus, and a Saturn atmospheric entry probe mission for NASA's New Frontiers Program. The Titan Saturn System Mission (TSSM) studies of 2007-2009 advanced our understanding of trajectory options for transfers to Saturn, including solar electric propulsion (SEP) trajectories. But SEP trajectories depend more on details of spacecraft and propulsion system characteristics than chemical trajectories, and the maturity of SEP trajectory search tools has not yet caught up with chemical trajectory tools, so there is still more useful research to be done on Saturn transfers. The TSSM studies revealed much about Saturn-orbiting trajectories that yield efficient and timely delivery to Titan or Enceladus
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Usmani, Adnan Mahmmood; Meo, Sultan Ayoub
2011-01-01
Scientific achievement by publishing a scientific manuscript in a peer reviewed biomedical journal is an important ingredient of research along with a career-enhancing advantages and significant amount of personal satisfaction. The road to evaluate science (research, scientific publications) among scientists often seems complicated. Scientist’s career is generally summarized by the number of publications / citations, teaching the undergraduate, graduate and post-doctoral students, writing or ...
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Career-success scale - a new instrument to assess young physicians' academic career steps.
Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus; Klaghofer, Richard
2008-06-02
Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia.
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The path to science is steeper for women
2009-01-01
The SET-Routes programme, launched in 2007 with the goal of attracting girls and young women to careers in science, came to an end in April this year. The result of a collaboration between EMBL, EMBO and CERN, the programme established a network of "ambassadors", women scientists who went out to talk about their careers in science at schools and universities across Europe.
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Boxe, C.; Bella, D.; Khaimova, J.; Culpepper, J.; Ahmed, N.; Belkalai, A.; Ealy, J.; Arroyo, I.; Lahoumh, M.; Jenkins, O.; Emmanuel, S.; Andrews, J.; Fu, D.; Wu, L.; Choi, Y.; Morris, G.; Osterman, G. B.; Johnson, L. P.; Austin, S. A.
2014-12-01
Using an online trajectory analysis tool NASA, ArcGIS, Satellite and EPA in situ data, we assess whether high pollution events in Texas are primarily sourced locally or remotely. We focus satellite data that exemplify high O3 and NO2 over Texas's lower troposphere. Four day back trajectory analyses of all dates show that upper-, mid-, and lower-tropospheric air over Texas, containing high O3, is transported from the Gulf of Mexico, Southeast USA, Midwest USA, Northeast USA, the Atlantic Ocean, Pacific Ocean, Mexico, etc. Only day showed air at 1 km is sourced within Texas. Satellite data show O3 enhancements in the boundary layer and O3 and NO2 enhancements via tropospheric column profiles. These enhancements complement four-day trajectory analysis. This study provides a viable basis for more quantifiable and accurate information for developing effective air quality State Implementation Plans. STEM Impact: (i) D. Bella was an NSF-LSAMP undergraduate research mentee with me at Medgar Evers College-CUNY; she received a B.S. in Environmental Science (and a Chemistry Minor) and is now a Ph.D. graduate student at University at Albany's School of Public Health. (ii) J. Khaimova is an undergraduate Geology and Planetary Science B.S. major at Brooklyn College-CUNY. I have supported Jessica's summer internship in summer 2013 as a CUNY Summer Research Fellow, where she is currently an NSF-REU research mentee at Pennsylvania State University's Meteorology Department. (iii) J. Culpepper received his B.S. in Environmental Science from MEC-CUNY and will be a Ph.D. student, Fall 2014 at University of Iowa's Civil and Environmental Engineering Department. (iv) S. Gentle was a high school researcher with me within ACS's Project SEED Program for high school students. S. Gentle will start her undergraduate career Fall 2014 at Pennsylvania State University and seeks to attain a B.S. in Chemistry. (v). All parties, including high school and undergraduate researchers seek to attend
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Social Cognitive Career Theory and Middle School Student Career Exploration
Sickinger, Pamela H.
2013-01-01
Within the framework of social cognitive career theory, social cognitive career variables, demographic variables, and the contextual variable, parent support, were examined to determine their predictive value for eighth-grade students' career exploration behavior. Results suggest that the social cognitive career variable, intentions/goals,…
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Gadassi, Reuma; Waser, Ayelet; Gati, Itamar
2015-10-01
Depression has detrimental effects on broad areas of functioning. However, its association with career decision-making factors has been largely unexplored. In the present study, we focused on the association between career decision-making difficulties, career-decision status, and career-preference crystallization, on the one hand, and depression, on the other. The hypothesis that high levels of career decision-making difficulties, less advanced decision status, and low levels of preference crystallization are associated with higher levels of depressive symptoms was tested with a sample of 222 college seniors. In addition, since it has been found that work-related stressors are more often associated with depression among men than women, it was hypothesized that the associations between vocational factors and depression would be stronger for men than for women. The participants filled out online self-report questionnaires assessing depressive symptoms, emotional and personality-related career decision-making difficulties, career-decision status, and career preferences. The results indicated that self-concept and identity-related career decision-making difficulties were associated with depressive symptoms for both men and women. In addition, for men, but not for women, less crystallization of career preferences also predicted higher levels of depressive symptoms. These results show how important it is for counseling psychologists to understand the role of the individual's vocational situation in depression. (c) 2015 APA, all rights reserved).
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Aschbacher, Pamela R.; Ing, Marsha
2017-01-01
Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…
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It's a wonderful life: a career as an academic scientist.
Vale, Ronald D
2010-01-01
Many years of training are required to obtain a job as an academic scientist. Is this investment of time and effort worthwhile? My answer is a resounding "yes." Academic scientists enjoy tremendous freedom in choosing their research and career path, experience unusual camaraderie in their lab, school, and international community, and can contribute to and enjoy being part of this historical era of biological discovery. In this essay, I further elaborate by listing my top ten reasons why an academic job is a desirable career for young people who are interested in the life sciences.
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Directory of Open Access Journals (Sweden)
Santisi G
2018-05-01
Full Text Available Giuseppe Santisi,1 Paola Magnano,2 Silvia Platania,1 Tiziana Ramaci2 1Department of Educational Sciences, University of Catania, Catania, Italy; 2Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Italy Background: The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Methods: Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. Results: The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Conclusion: Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one’s future career. Keywords: career, transition, identity, satisfaction, resources
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A fast computing method to distinguish the hyperbolic trajectory of an non-autonomous system
Jia, Meng; Fan, Yang-Yu; Tian, Wei-Jian
2011-03-01
Attempting to find a fast computing method to DHT (distinguished hyperbolic trajectory), this study first proves that the errors of the stable DHT can be ignored in normal direction when they are computed as the trajectories extend. This conclusion means that the stable flow with perturbation will approach to the real trajectory as it extends over time. Based on this theory and combined with the improved DHT computing method, this paper reports a new fast computing method to DHT, which magnifies the DHT computing speed without decreasing its accuracy. Project supported by the National Natural Science Foundation of China (Grant No. 60872159).
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Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.
2016-01-01
Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life…
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Lives in science how institutions affect academic careers
Hermanowicz, Joseph C
2010-01-01
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
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Science Education at Riverside Middle School A Case Study
Smiley, Bettie Ann Pickens
For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and
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Romine, William L.; Sadler, Troy D.; Wulff, Eric P.
2017-10-01
We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males' higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.
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Development of Educational Materials to Recruit Women into Scientific Careers
Moche, Dinah L.
1976-01-01
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)
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Thakore, Bhoomi K; Naffziger-Hirsch, Michelle E; Richardson, Jennifer L; Williams, Simon N; McGee, Richard
2014-08-02
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
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Career boundarylessness and career success : a review, integration and guide to future research.
Guan, Y.; Arthur, M. B.; Khapova, S. N.; Hall, R.; Lord, R.
2018-01-01
The concept of boundaryless careers characterizes emerging career patterns that are less dependent on traditional organizational career management. Based on an evidence-based review of literature on the relationship between career boundarylessness and career success published from 1994 to 2018, we found that boundaryless careers have mixed effects on the various indictors of career success, and these effects depend on the operationalization of career boundarylessness, the motives (voluntary v...