Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students.
biology identity
career development
professional development
science identity
undergraduate
Journal
Journal of microbiology & biology education
ISSN: 1935-7877
Titre abrégé: J Microbiol Biol Educ
Pays: United States
ID NLM: 101543341
Informations de publication
Date de publication:
Apr 2022
Apr 2022
Historique:
received:
03
01
2022
accepted:
01
02
2022
entrez:
5
7
2022
pubmed:
6
7
2022
medline:
6
7
2022
Statut:
epublish
Résumé
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.
Identifiants
pubmed: 35784617
doi: 10.1128/jmbe.00346-21
pii: jmbe00346-21
pmc: PMC9249130
pii:
doi:
Types de publication
Journal Article
Langues
eng
Informations de copyright
Copyright © 2022 McCartney et al.
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
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