Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students
ABSTRACT As educators, we should not assume that students are progressing toward intended STEM careers simply because they have persisted and received a STEM degree. In addition to learning biology content and scientific skills, students need guidance in making optimal career choices. In this study,...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2022-04-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00346-21 |
| _version_ | 1811226711867523072 |
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| author | Melissa McCartney Adam B. Roddy John Geiger Natalia C. Piland Melina M. Ribeiro Alexis Lainoff |
| author_facet | Melissa McCartney Adam B. Roddy John Geiger Natalia C. Piland Melina M. Ribeiro Alexis Lainoff |
| author_sort | Melissa McCartney |
| collection | DOAJ |
| description | ABSTRACT As educators, we should not assume that students are progressing toward intended STEM careers simply because they have persisted and received a STEM degree. In addition to learning biology content and scientific skills, students need guidance in making optimal career choices. In this study, we present seven career development modules designed specifically to motivate students to consider their successes as scientists and to consider applying their biological knowledge and scientific skills to a range of biology careers. These modules highlight the value and the utility of a biology degree and are, therefore, designed to increase students’ self-confidence as well as their science and biology identities. The career development modules presented here are easy to implement and, in our experience, encourage engagement and class discussions. Our analyses confirm that these modules collectively increase student science and biology identities, two predictors for entry into STEM careers. |
| first_indexed | 2024-04-12T09:30:57Z |
| format | Article |
| id | doaj.art-191bf2b6b5c9475a85a7603b00c3e531 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-04-12T09:30:57Z |
| publishDate | 2022-04-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-191bf2b6b5c9475a85a7603b00c3e5312022-12-22T03:38:22ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852022-04-0123110.1128/jmbe.00346-21Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate StudentsMelissa McCartney0Adam B. Roddy1John Geiger2Natalia C. Piland3Melina M. Ribeiro4Alexis Lainoff5Department of Biological Sciences, Florida International University, Miami, Florida, USADepartment of Biological Sciences, Florida International University, Miami, Florida, USADepartment of Biological Sciences, Florida International University, Miami, Florida, USADepartment of Biological Sciences, Florida International University, Miami, Florida, USADepartment of Biological Sciences, Florida International University, Miami, Florida, USADepartment of Biological Sciences, Florida International University, Miami, Florida, USAABSTRACT As educators, we should not assume that students are progressing toward intended STEM careers simply because they have persisted and received a STEM degree. In addition to learning biology content and scientific skills, students need guidance in making optimal career choices. In this study, we present seven career development modules designed specifically to motivate students to consider their successes as scientists and to consider applying their biological knowledge and scientific skills to a range of biology careers. These modules highlight the value and the utility of a biology degree and are, therefore, designed to increase students’ self-confidence as well as their science and biology identities. The career development modules presented here are easy to implement and, in our experience, encourage engagement and class discussions. Our analyses confirm that these modules collectively increase student science and biology identities, two predictors for entry into STEM careers.https://journals.asm.org/doi/10.1128/jmbe.00346-21biology identitycareer developmentprofessional developmentscience identityundergraduate |
| spellingShingle | Melissa McCartney Adam B. Roddy John Geiger Natalia C. Piland Melina M. Ribeiro Alexis Lainoff Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students Journal of Microbiology & Biology Education biology identity career development professional development science identity undergraduate |
| title | Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students |
| title_full | Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students |
| title_fullStr | Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students |
| title_full_unstemmed | Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students |
| title_short | Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students |
| title_sort | seeing yourself as a scientist increasing science identity using professional development modules designed for undergraduate students |
| topic | biology identity career development professional development science identity undergraduate |
| url | https://journals.asm.org/doi/10.1128/jmbe.00346-21 |
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