Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

doi:10.1007/s10972-013-9360-1

Cited by 16 publications

(19 citation statements)

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“…The TAMUK Noyce Summer Internship Program was aligned with previous literature. The program engaged interns with authentic high school teaching environments where they interacted with secondary students (Luft, Wong, & Semken, 2011;Worsham, Friedrichsen, Soucie, Barnett, & Akiba, 2014). The learning experience required regular reflections from the interns (Luft et al, 2011;Worsham et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The program engaged interns with authentic high school teaching environments where they interacted with secondary students (Luft, Wong, & Semken, 2011;Worsham, Friedrichsen, Soucie, Barnett, & Akiba, 2014). The learning experience required regular reflections from the interns (Luft et al, 2011;Worsham et al, 2014). In addition, the program offered teacher education advisory support (Artzt& Curcio, 2008;Worsham et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Recruiting Future STEM Teachers through Summer Internship Program

Wong-Ratcliff¹,

Mundy²

2019

JEHD

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The shortage of highly qualified STEM teachers has risen to a national concern. This article discusses the endeavor of a university in South Texas in recruiting future STEM teachers through the NSF Robert Noyce Summer Internship Program. The four-week paid internship program provided the undergraduate STEM majors with the opportunity to observe and participate in STEM education. The findings from the surveys indicated that the internship program made a positive impact on the interns. Their interest in teaching in the STEM area increased because of the Noyce Summer Internship Program. Owing to the positive experiences, a majority of the Noyce Interns decided to pursue teaching certificates to become high school STEM teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Recruiting Future STEM Teachers through Summer Internship Program

Wong-Ratcliff¹,

Mundy²

2019

JEHD

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“…: A high number of applications were received each term and the number of interns selected for each cohort was within the range of seven (7) to twenty-one (21).…”

Section: Appendix A: Program Overviewmentioning

confidence: 99%

“…In their study of the impact of paid internships developed as part of a Noyce program, Worsham et al found that that paid internships offered in the summer at informal science education sites, such as nature centers and museums, were not an effective pathway to immediately recruit students into STEM teaching programs. 7 It should be noted that some of the interns within their program indicated they would consider a teaching career later in life. Furthermore, even when students are in formal science education sites, the literature indicates that it is important for interns to hold particular prior beliefs about teaching.…”

Section: Introductionmentioning

confidence: 99%

Developing Teaching Internships for Science and Engineering Undergraduate Students and Project Team Reflection (Evaluation)

Kennedy¹,

Benson²,

Cook³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Lisa Benson is a Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms.Leigh Martin is currently the Executive Director of the Office of Field and Clinical Partnerships and Outreach in Clemson's College of Education. During the length of the reported project, she served as the Program Coordinator, overseeing all aspects of the internship. She has devoted twenty years to the public education system teaching high school, middle school, and serving at the state and university levels. Her research interests include exploring innovative ways to support the learning needs of teachers. AbstractThe National Science Foundation implemented the Robert Noyce Teacher Scholarship Program to encourage science, technology, engineering and mathematics (STEM) majors to transition into K-12 education. One of the aims for grants awarded through this program is to increase the number of current STEM undergraduate majors who are exposed to the teaching profession and who then apply to secondary science or mathematics education certification programs. This paper provides an overview of a paid teaching internship program developed for current STEM undergraduates, the evaluation of the program's ability to impact the participants' learning and career plans, and the project team's insight from their experience running this unique program. This education internship program currently places students with secondary STEM teachers where they first observe and assist in the classroom, and finally, design and teach lessons under supervision. The experiences of approximately 82 interns were probed during interviews with the program evaluator at the end of the respective intern's semester program (90.1% of all the interns participated in exit interviews). Questions asked during the semi-structured exit interviews were designed to gather information about students' experiences, gauge their expectations for the program, document what students learned within the program, and monitor the impact of the internship experience on their careers. While only a subset of students reported that they definitely wanted to teach and were looking into graduate programs in education, other interns stated that they would consider teaching at some point within their careers.

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“…Published reports of a program with similar ojectives at a peer institution also noticed that traditionally excelling students were interested in switching out of engineering 2 . While there has been some longitudinal research studies on the effectiveness on teaching internships 6 , there has not yet been a study identifying why STEM students choose to participate in teaching internship programs. Our study seeks to answer the following research questions: (1) How do STEM students' perceptions of their present activities and future goals relate to their desire to gain teaching experience?…”

Section: Introductionmentioning

confidence: 99%

Identifying Why STEM Students Seek Teaching Internships

Kennedy¹,

Benson²,

McGough³

2015 ASEE Annual Conference and Exposition Proceedings

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Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. Identifying Why STEM Students Seek Teaching Internships AbstractTo increase the number of STEM majors exposed to the teaching profession and applying for undergraduate/graduate education programs, a paid teaching internship program for current STEM undergraduates was created at our institution. This program currently places students with secondary STEM teachers to observe, assist and finally teach under supervision. The high number of applicants and the competitive applicant pool (similar to demographics, GPA and background reported for Research Experiences for Undergraduates (REU) applications) led to the following research questions: (1) How do STEM students' perceptions of their present activities and future goals relate to their desire to gain teaching experience? (2) To what extent do STEM students applying for teaching internships feel that they belong in their current STEM major? (3) How do these students characterize teaching and what attributes do they possess that align with attributes of teachers? Information from program applications and electronic questionnaires were our data sources. The questionnaire asked about background, demographics, reasons for pursuing a teaching internship, attributes of professionals in teaching and in STEM, previous internship experiences, whether they felt a sense of belonging in their current department, and future goals. Results showed that most interns have various reasons for pursing the internship opportunity, have considerable experiences working with youth, want to teach at some point in their careers, and feel a sense of belonging in their STEM departments. Most interns also highlighted different attributes needed to be a teacher and a STEM professional. When describing attributes of teachers, social skills were mentioned most often and academic skills were mentioned least often. When describing STEM professionals, academic skills were mentioned most often and social skills were mentioned least often.

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Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

Cited by 16 publications

References 16 publications

Recruiting Future STEM Teachers through Summer Internship Program

Recruiting Future STEM Teachers through Summer Internship Program

Developing Teaching Internships for Science and Engineering Undergraduate Students and Project Team Reflection (Evaluation)

Identifying Why STEM Students Seek Teaching Internships

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