Academic literature on the topic 'Science career pursuit'
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Journal articles on the topic "Science career pursuit"
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Rozek, Christopher S., Ryan C. Svoboda, Judith M. Harackiewicz, Chris S. Hulleman, and Janet S. Hyde. "Utility-value intervention with parents increases students’ STEM preparation and career pursuit." Proceedings of the National Academy of Sciences 114, no. 5 (January 17, 2017): 909–14. http://dx.doi.org/10.1073/pnas.1607386114.
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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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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.
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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.
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Jackson, Matthew C., Gino Galvez, Isidro Landa, Paul Buonora, and Dustin B. Thoman. "Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit." CBE—Life Sciences Education 15, no. 3 (September 2016): ar42. http://dx.doi.org/10.1187/cbe.16-01-0067.
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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.
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Harmon, Kevin A., and Eric A. Walden. "Comparing Three Theories of the Gender Gap in Information Technology Careers: The Role of Salience Differences." Journal of the Association for Information Systems 22, no. 4 (2021): 1099–145. http://dx.doi.org/10.17705/1jais.00690.
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The information technology (IT) field faces a skills shortage. Only 17% of a projected 3.5 million computing job openings are expected to be filled by 2026 (National Association for Women & Information Technology, 2018). Yet the number of women pursuing IT careers continues to decrease—only 19% of IT bachelor’s degrees in 2016 were awarded to women compared to 57% of bachelor’s degrees overall. We compared three theories that could explain this gender gap in the pursuit of IT careers: expectancy-value theory, role congruity theory, and field-specific ability beliefs theory. We find that women and men are similar in their levels of important factors related to career interest, but that two of these factors—technical learning self-efficacy and agentic goals—have increased salience for women. This suggests that some of the gender gap in the IT field could be addressed by placing more focus on developing technical learning self-efficacy in both men and women. While this could help both women and men, it would likely have an outsized effect on the IT career pursuit of women.
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Franklin, Allan. "Discovery, Pursuit, and Justification." Perspectives on Science 1, no. 2 (1993): 252–84. http://dx.doi.org/10.1162/posc_a_00436.
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Abstract In this article I suggest a tripartite classification of scientific activity; discovery, pursuit, and justification. I believe that such a classification can give us a more adequate description of scientific practice, help illuminate the various roles that evidence plays in science, and may also help to partially resolve differences between “constructivist” and “epistemologist” views of science. I argue that although factors suggested by the constructivists such as career goals, professional interests, utility for future practice, and agreement with existing commitments do enter into pursuit, it is experimental evidence that is decisive in justification. I illustrate this with two case studies from the history of contemporary science, experiments on atomic parity violation and their relation to the Weinberg-Salam unified theory of electroweak interactions and the fifth force in gravity. I also answer some of the criticisms offered of my earlier account of the episode of atomic parity violation.
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Rincón, Blanca, Érica Fernández, and Juanita K. Hinojosa. "“I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–36. http://dx.doi.org/10.1177/016146812012200903.
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Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce.
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Ommer, Rosemary E. "Curiosity, interdisciplinarity, and giving back†." ICES Journal of Marine Science 75, no. 5 (April 5, 2018): 1526–35. http://dx.doi.org/10.1093/icesjms/fsy022.
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Abstract The pursuit of interdisciplinarity in the marine sciences is at last beginning to come into its own, but the kind of interdisciplinarity that bridges the social, human, health, and natural science realms remains rare. This article traces the evolution of my own history of interdisciplinarity from its early days when I worked in two disciplines, to the present when I have worked with many others to bring together the natural sciences, social sciences, humanities, and earth/ocean sciences in large projects that illuminate the interconnectedness of all these parts of knowledge acquisition. In the process, I have broadened my intellectual vision both in scope and scale, uncovering the many ways in which, quite pragmatically, the very local and the international are more tightly interconnected than is often realized, with all the implications for fisheries governance that that implies. This, then, is both a story and, I hope, a pathway to a rewarding way for young and middle-career fisheries scholars to pursue their research.
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Bledsoe, Timothy, and Mary Herring. "Victims of Circumstances: Women in Pursuit of Political Office." American Political Science Review 84, no. 1 (March 1990): 213–23. http://dx.doi.org/10.2307/1963638.
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Women have long faced special barriers in their efforts to gain election to political office. We show that the hurdles women encounter go beyond the often-described familial responsibilities and occupational disadvantages to include perceptual and political barriers unique to women. Using a two-wave, five-year panel of people serving on city councils, we find women likely to pursue higher office only under particular conditions—conditions that seem to matter little to men. Additionally, the success of women in pursuing higher office is more closely tied to the circumstances in which they find themselves than is the success of men. We suggest that the motivational circumstances of women and men in pursuing a political career are more complex than previously assumed. It is not just that men and women differ in their career attitudes and perceptions but that these attitudes and perceptions have different meaning for the two sexes.
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McPherson, James Alan. "Pursuit of the Pneuma." Daedalus 140, no. 1 (January 2011): 183–88. http://dx.doi.org/10.1162/daed_a_00070.
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Inspired by a former colleague's written remembrance of his tenure at the University of Iowa, McPherson looks back on the University's historic receptiveness to non-white students and his own experience serving on the faculty of the Writers' Workshop. He reflects on the attitudes and mores that create a sense of community before settling on the concept of the pneuma, Greek for “the vital spirit of life itself.” He contrasts the racially polarized South, where he grew up, began his writing career, and had his daughter, with Iowa City, where he and his daughter have formed lasting relationships with McPherson's students and colleagues from a variety of ethnic and social backgrounds. A willingness to learn from cultural difference has guided McPherson as a teacher and a father, and it offers hope for the evolution of a more integrated American society.
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Valk, Reimara, Marloes L. van Engen, and Mandy van der Velde. "International Careers and Career Success of Indian Women in Science and Technology: The Importance of Career Capital and Organizational Capital." South Asian Journal of Human Resources Management 1, no. 2 (November 28, 2014): 175–205. http://dx.doi.org/10.1177/2322093714549107.
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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 elements of career capital competencies in international career pursuits and career success of Indian women SIEs in S&T were: (a) families who value higher education and careers of their female children, which motivated women to pursue international careers to elevate family class status (knowing-why); (b) the motivation to gain knowledge and skills in science and technology (knowing-how) and (c) the encouragement and support from family for women’s international career pursuits, and international networks (knowing-whom). Furthermore, findings show that patriarchy entrenched in Indian society and culture resulted in a lack of organizational capital, which impede career success of women in S&T. We advise organizations in India to implement HR policies and practices embracing the development of career capital to empower Indian women in S&T to be successful in their international careers.
Dissertations / Theses on the topic "Science career pursuit"
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Schneider, Jennifer Shields. "Impact of Undergraduatesâ Stereotypes of Scientists on their Intentions to Pursue a Career in Science." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-04012010-145047/.
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Women remain disproportionately represented in certain science, technology, engineering, and math majors and occupations. Stereotypes of scientists may help expose the reasons for this phenomenon. However, this relationship has not yet been empirically examined. This is partly because of the dearth of literature addressing the stereotypes of scientists and the absence of measures aimed at capturing more current concepts of scientists. This research study investigates whether undergraduatesâ stereotypes of scientists predict their intentions to pursue a career in science. Further, this research examines whether or not science and engineering (S&E) academic majors are likely to have intentions of pursuing a science career and whether or not this relationship varies by gender. A sample of 1639 undergraduates, from diverse universities and academic majors, took a ten-minute online survey assessing their stereotypes of science, academic major, and intention of pursuing a career in a science field. Hierarchical and multiple regression analyses determined undergraduatesâ stereotypes of scientists and their academic major predict oneâs intentions of pursing a science career; however, results did not show that these relationships vary by gender. The strongest predictors of an undergraduateâs intentions of pursuing a science career were their academic major and their stereotypes of scientistsâ Interpersonal Competencies. A one-way ANOVA found undergraduatesâ with S&E majors agreed more than non-S&E majors that scientistsâ have Interpersonal Competencies. Although both males and females perceived scientists as having strong Professional Competencies, females had higher agreement scores for scientistsâ Professional Competencies than males.
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Waddel, Sandra Dawn. "Associations between Differentiation in Secondary Science Teaching Activities and Student Motivation to Pursue a Career in a Science Related Field." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59084.
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Numbers of secondary students, studying science to tertiary level in New Zealand, continues to decrease resulting in a lack of trained scientists to meet demands. This study has researched that a layered curriculum approach to differentiated learning is associated with student motivation to learn science at secondary school and self-selection of science careers. A multi- method approach was taken using a variety of instruments including surveys and interviews for the qualitative data.
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Krachenfels, Jessica Tanya. "Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91185.
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Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Through an explanatory sequential multiple-method research design, a quantitative survey given at two intervals, pre and post study, and qualitative student interviews, data found that 76% of the sample had an increase in their overall attitude toward science and 10 out of 12 STEM careers had an increase in overall interest at the conclusion of the study. The qualitative data, three oral interviews, revealed that 22 participants referenced an increase in science interest, two participants stayed the same, and one participant noted a decrease in interest. Nine participants felt that their interest in pursuing a STEM career remained about the same or had no significant changes since their initial survey and 16 participants referenced an increase in pursuing a STEM career in their final interview. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-methods research design involving a unique population of transient students and the influence of a new learning tool used in the classroom.Doctor of Philosophy
Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Seventy six percent of the population had an increase in their overall attitude toward science and ten out of twelve STEM careers had an increase in overall interest at the conclusion of the study. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-method research design involving a unique population of transient students and the influence of a new learning tool used in the classroom.
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Epstein, Nurith Anna Verfasser], and Rudolf [Akademischer Betreuer] [Tippelt. "Achievement related cognitions and the intention of doctoral graduates in medicine and life sciences to pursue an academic research career : a sociocognitive perspective on the development of academic career aspirations / Nurith Anna Epstein ; Betreuer: Rudolf Tippelt." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://nbn-resolving.de/urn:nbn:de:bvb:19-201317.
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Epstein, Nurith Anna [Verfasser], and Rudolf [Akademischer Betreuer] Tippelt. "Achievement related cognitions and the intention of doctoral graduates in medicine and life sciences to pursue an academic research career : a sociocognitive perspective on the development of academic career aspirations / Nurith Anna Epstein ; Betreuer: Rudolf Tippelt." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://d-nb.info/1121508006/34.
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Hardy, Deborah Lewis. "Learning Strategies and Motivational Patterns, as Measured by the Motivated Strategies for Learning Questionnaire, Among Students Pursuing Nursing and Allied Health Careers." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1363549558.
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Clarke, Leroy. "An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education." Thesis, 2010. http://hdl.handle.net/1807/26395.
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In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge.
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Yoo, Hyunsil. "School factors affecting postsecondary career pursuits of high-achieving girls in mathematics and science /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3169654.
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Schneider, Jennifer S. "Impact of undergraduates' stereotypes of scientists on their intentions to pursue a career in science." 2010. http://www.lib.ncsu.edu/theses/available/etd-04012010-145047/unrestricted/etd.pdf.
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Jacquot, Colette. "Gender differences in science, math, and engineering doctoral candidates' mental models regarding intent to pursue an academic career." 2009. http://hdl.handle.net/10106/1785.
Full textBooks on the topic "Science career pursuit"
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Tilleczek, Kathleen. Pursuit and persistence in science career pathways: Analysis of a panel study of Canadian high school graduates. [s.l: s.n.], 1993.
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Thomas, Jeanette A. Strategies for pursuing a career in marine mammal science. [Fairbanks, AK: Alaska Sea Grant College Program, 1995.
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What degree do I need to pursue a career in information technology & information systems? New York, NY: Rosen Publishing, 2015.
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Laurencin, Cato T., Cedric M. Bright, and Camara P. Jones, eds. The Impacts of Racism and Bias on Black People Pursuing Careers in Science, Engineering, and Medicine. Washington, D.C.: National Academies Press, 2020. http://dx.doi.org/10.17226/25849.
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P, DiGennaro Joann, ed. Prentice Hall guide to scholarships and fellowships for math and science students: A resource guide for students pursuing careers in mathematics, science, and engineering. Englewood Cliffs, N.J: Prentice Hall, 1993.
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Encouraging minority students to pursue science, technology, engineering and math careers: A briefing before the United States Commission on Civil Rights held in Washington, D.C. Washington, D.C: U.S. Commission on Civil Rights, 2010.
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Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.
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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
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Duffy, Ali. Careers in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212701.
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Never before has a greater variety of careers been available in dance—and never before has such comprehensive, expert guidance on those burgeoning careers been accessible in one book. Careers in Dance is a master guide that will help students navigate the expanding opportunities in dance and familiarize current professionals with potential career choices that best align with their pursuits and strengths. This highly practical text offers a wealth of information on career options in a variety of settings and with a variety of focuses, including commercial ventures, scholarly pursuits, administrative avenues, medical and scientific settings, and interdisciplinary opportunities. Readers are guided in discovering their deepest interests and learning how to translate their unique strengths into rich and fulfilling careers. In keeping with recent trends in higher education dance programs, Careers in Dance spotlights entrepreneurship and leadership opportunities for dancers, delving into an array of options and offering much-needed advice. The book covers some of the social and cultural influences that affect success in the field, and it explores various career opportunities: • K-12 and postsecondary dance education • Dance studios • Performance, choreography, and production • Dance research, analytical writing, and journalism • Dance administration and advocacy • Dance science, therapy, and medical and somatic practices • Private competition companies • Technical theater and related areas The text also helps readers understand the connections between dance and other disciplines. For example, it details the interdisciplinary opportunities involving technology, technical theater, and media. It also notes the possibilities for continued education in graduate school programs and suggests approaches to acclimating to life as a working professional. Careers in Dance offers two recurring elements throughout the book: 1. Profiles of, and interviews with, esteemed professional dancers, revealing their real-world experiences and affording insights into different dance careers 2. Reflection prompts that encourage self-reflection and prepare readers to seek career development and career advancement opportunities This text explores the opportunities dance students and professionals can pursue, helps them pinpoint their areas of interest and strengths, and equips them to create their unique paths to a fulfilling career in dance. In doing so, Careers in Dance provides the advice and strategies dancers need to actualize their own destinies in dance. AUDIENCE Text for undergraduate courses on careers, entrepreneurship, and leadership, and for dance students embarking on careers. Reference for professionals considering career changes in the dance field.
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Garland, Ann F. Pursuing a Career in Mental Health. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.001.0001.
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Many people are interested in pursuing a career in mental health but may be uncertain about career options. This book helps to identify the best educational path for their interests and prepare for success. Throughout, mental health professionals share inspiring wisdom to build realistic expectations and highlight key decision points. Comprehensive information about the disciplines of counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work is provided, along with an expansive array of job possibilities. Practical guidance about master’s versus doctoral degrees, graduate admissions success, educational costs, and salary projections is offered. Readers learn about how diversity and inclusion issues as well as laws and ethics impact mental health and how to prevent career burnout. Thought-provoking chapters promote balanced respect for both the healing art and the science of mental health and forecast innovations that will shape the field into the future. Finally, multimedia resources are recommended to boost career preparedness.
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Aronsson, Anne Stefanie. Career Women in Contemporary Japan: Pursuing Identities, Fashioning Lives. Taylor & Francis Group, 2014.
Find full textBook chapters on the topic "Science career pursuit"
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Schrier, Robert W. "Pursuit of a Patient-Oriented Research Career as a Physician-Scientist." In Medicine Science and Dreams, 289–302. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9538-1_19.
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Knickmeier, Katrin, Anja Reckendorf, and Dennis Brennecke. "How to Become a Marine Mammal Scientist." In Marine Mammals, 79–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-06836-2_6.
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AbstractMany young students dream about a career working with marine mammals. Although marine mammal jobs are limited and highly competitive, there are several ways to obtaining them. But, there is no magic formula to pursue a career in marine mammal science. We describe various skill sets and experiences that can improve your chances. Not the least, it is important to actively work towards your career goals and believe in your strengths. We interview marine mammal researchers to inspire students to follow their passion and pursue a career in natural sciences, which may lead to work on marine mammals. In times of climate change, pollution, habitat and biodiversity loss, there is a huge need for students interested in science, technology, biology, engineering and mathematics, to provoke a general change for the better.
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James, Elizabeth, and Katherine Higgins. "The Decision to Pursue an Internship." In Careers in Food Science: From Undergraduate to Professional, 69–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14353-3_8.
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Rife, Gwynne S., and Julie McIntosh. "Enticing Students to Pursue STEM-Related Careers Through Cyber-Driven Learning." In New Trends in Earth-Science Outreach and Engagement, 165–76. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01821-8_12.
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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education, 251–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.
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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Porter, Theodore M. "Economic Measurement and the Values of Science." In Trust in Numbers, 49–72. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691208411.003.0004.
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This chapter examines the approaches taken by natural scientists to economic questions. William Whewell looked to statistics as an alternative or at least an indispensable supplement to abstract theory in economics. He also looked to mathematics to impose discipline on theoretical political economy, and to block its indiscriminate application. The chapter then considers the economics of engineers and physicists. The economics of energy was not inconsistent with the more customary medium of economic quantification, money. The crucial feature here is the pursuit of measurement — of quantification in standard, comparable units. This was a form of economics patterned after physics that aimed less at theoretical elegance than at practical management and efficiency. The chapter also assesses how the career of Léon Walras, the great French nineteenth-century protagonist of mathematical economics, highlights the differences between the calculating engineers and the economic school that would seem to be closest to them.
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Silver, Joseph. "A Real Conversation for Black Faculty and Administrators in Pursuit of Jobs in Higher Education." In The Future of Black Leadership in Higher Education, 157–73. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2433-9.ch012.
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This chapter seeks to chronicle the challenges and successes of Black faculty and administrators in higher education through the lens of one person who started in the academy as an instructor of political science and ended his career as president of an institution and owner of a successful consulting firm. The main theme throughout the chapter is being clear on your “purpose,” which then positions one to make a difference in higher education. Within the chapter, there are “take aways” after each section that will serve as a guide for new Black faculty and Black administrators who are seeking jobs and careers in higher education. In this chapter, there is a call for advocacy for new Black faculty and administrators by those Black faculty and administrators who have risen through the ranks. Presidential support is also discussed in the success matrix. The author stresses that self-work should be known and amplified during the negotiation process for jobs, promotion, and tenure. This includes being intentional about one's research interest and understanding the promotion and tenure process.
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Brown, Andrew. "Legacies." In Bound by Muscle, 213—C13.N35. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197582633.003.0013.
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Abstract Hill and Meyerhof met for the last time in Philadelphia in 1946. Winning the Nobel Prize really marked the beginning of Meyerhof’s stellar research career. He was in the German (and Jewish) tradition of superb biochemists, and his philosophical disposition allowed him to relate his own work to a much larger picture. His friend and fellow Nobel laureate, Otto Warburg, a man never modest about his own stature as a scientist, thought the understated Meyerhof was the greatest of that remarkable generation of biochemists. Hill is an exemplar of British science of his day: not overly concerned with theory but rooted in experiment. He approached science more as a sport than an intellectual pursuit. His contributions as a defense scientist and as a humanitarian were remarkable.
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Garland, Ann F. "Why Should You Become a Mental Health Professional?" In Pursuing a Career in Mental Health, 9–17. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.003.0002.
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This initial chapter introduces readers to the rewards and challenges of a mental health career and previews central themes of the book. Practicing professionals offer examples of what they have found most rewarding about their careers, as well as the biggest challenges. Topics discussed include the poignancy of sharing in clients’ joys and sorrows, inspiration drawn from clients’ resiliency, and opportunities for personal growth that come from training and practicing as a mental health professional. Career challenges such as disappointment when clients continue to struggle and the risk of burnout are also discussed. The chapter concludes by introducing a central theme of this book, illustrating how mental healthcare capitalizes on both the healing arts and innovative science. Exciting developments in the science of psychotherapy are previewed to inspire readers to expand their perspectives of how psychotherapy works and to envision their own role in this evolving field.
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Aljunied, Khairudin. "Zakiah Daradjat." In Shapers of Islam in Southeast Asia, 148—C7.N88. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197514412.003.0008.
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Abstract Chapter 7 focuses on Zakiah Daradjat, who was a moralist thinker. A key leitmotif of Zakiah’s career was the reformation of Muslims through what she termed religious-oriented psychology. She promoted the integration of sacred sources of Islam, Muslim psycho-spiritual traditions, and advances in modern European psychology into a new form of knowledge that could address the manifold challenges brought about by modernity. This was a departure from approaches to psychology that were either overly Western in orientation or Islamic in nature. Although Zakiah was not the first to put forward a faith-based psychology to overcome the mental and social problems affecting Muslims, she pioneered it in the Southeast Asian context, and advocated for its relevance on a sustained and practical basis. Religious-oriented psychology was not a mere science, nor a speculative discipline in pursuit of a comprehensive understanding of the inner workings of human minds. Religious-oriented psychology serves a wider function as a diagnostic tool that could refashion and vitalize Muslim minds toward the creation of a morally driven and divine-conscious society.
Conference papers on the topic "Science career pursuit"
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Carmen, Christina L., and Deborah L. Fraley. "Fostering the Future STEM Workforce via Industry and Capstone Design Class Partnerships." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62977.
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In order to promote the pursuit of Science, Technology, Engineering and Mathematics (STEM) education and careers among Kindergarten through 12th grade students (K-12), a partnership between the University of Alabama in Huntsville (UAH) and the Tennessee Valley Chapter of Women in Defense (WID)-a non-profit national security organization-has been established. The collaborative effort commenced as a result of the WID STEM Initiative (STEMi); a program that aims to actively encourage and inspire youth of the United States (US) to seek STEM careers. The UAH/WID partnership was initiated within a Mechanical and Aerospace Engineering (MAE) capstone design class at UAH that focuses upon the design and fabrication of unique and patentable products. In order to target the K-12 age groups, the UAH/WID effort centered upon the development of products that would inspire the younger students and allow them the opportunity to interact with a hands-on artifact that conveys a specific STEM phenomenon. Several of these artifacts-referred to as STEM tools-have been developed as a result of the UAH/WID collaboration and include the following: fluid flow circuit, interactive solar system, trebuchet, ballistic pendulum, pulley system, and a Wimshurst machine-to name a few. The hands-on STEM tools motivate younger students, as interacting with hardware reinforces theoretical concepts presented in the classroom. While the primary goal of the UAH/WID partnership is to develop the future STEM workforce by inspiring younger students, through hands-on STEM tool interaction, other critical benefits have resulted. Specifically, the engineering design students have garnered invaluable experience associated with meeting stakeholder expectations, designing with safety as a top-level criterion, as well as gaining teaching experience via lessons directed to the K-12 students. Survey data gathered from the K-12 students and teachers clearly indicates that the younger students are inspired and motivated to seek a STEM education and career as a result of the UAH/WID effort. The current paper provides an overview of the UAH/WID partnership, a description of the resulting STEM tools developed, and data conveying the learning outcome and impact that the UAH/WID partnership has had upon the K-12 students, their teachers, and the engineering students at UAH.
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Hegab, H., J. Palmer, and S. Napper. "Development of a Nanosystems Engineering Degree." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79572.
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Nanotechnology is science at the molecular level. Like biotechnology and information technology, it has tremendous potential to greatly change the world in which we live. Nanosystems engineering can be considered the branch of engineering that deals with materials and devices smaller than 100 nanometers (1 nanometer is a billionth of a meter), especially with the manipulation of individual molecules. Student interest and industry growth in this field highlight the need for a baccalaureate program in this area. The College of Engineering and Science at Louisiana Tech University has developed a new undergraduate degree in nanosystems engineering. The main objectives of this program are (a) to train undergraduate students in experimental, theoretical, and computational aspects of engineering and science as applied to the development and use of nanotechnology; and (b) renovate and revitalize traditional engineering curricula such as mechanical engineering or materials science/ engineering through new nanosystems courses and instructional modules. We describe a new undergraduate Bachelor of Science in Nanosystems Engineering curriculum which has a strong interdisciplinary emphasis. The Nanosystems Engineering Program draws on the strengths of all the basic sciences (chemistry, physics, and biology) and existing integrated engineering and science programs within the college at the freshman and sophomore levels. Graduates with a nanosystems engineering degree will have many opportunities at the boundaries of traditional engineering due to the cross-disciplinary nature of their degree. We expect many of the graduates of this program may choose to pursue research-based careers by moving on to graduate study or working at government laboratories and/or research centers. Graduates who wish to work in a commercial environment will find ever expanding opportunities in the many new nanotechnology companies that are emerging.
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Lobo de Aguiar Gomes, Ludymila, Jose Reginaldo Hughes Carvalho, Tanara Lauschner, Fabilo G. Nakamura, and Rosiane de Freitas. "Encouraging Women to Pursue a Computer Science Career in the Context of a Third World Country." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658572.
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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.
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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Haberman, Bruria, and Cecile Yehezkel. "A Computer Science Educational Program for Establishing an Entry Point to the Computing Community of Practice." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3224.
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The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives ofthe computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts.
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Moffett, Mark B., and Pierre Larochelle. "Design of a 3D Printable Mechanical Time Simulating Solar System for Use in STEM Education." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68144.
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The use of designed tools to assist with relating abstract ideas to reality is now a possibility with the use of the modern manufacturing method of 3D printing. The inner four planets’ natural orbital periods with respect to Earth were modeled in SolidWorks and then fabricated using 3D printing. A 3D printable mechanical time simulating solar system model used in science, technology, engineering, and mathematics (STEM) could assist with the user’s understanding of the history of science, planetary orbital mechanics, gearing ratios, 3D printing, and systematically constructing a project using instructions. This paper describes the design of a 3D printable time simulating solar system model and how its construction could be used to teach the history of mechanical engineering and the abstract idea of the solar system. The combination of these two ideas could inspire users to learn, pursue coursework and, eventually, a career in a STEM field.
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Sayed, Mostafa, and Elbayoumi Tamer. "The Potential of Introductory Statistics to Promote Data Literacy and Attract Underrepresented Minority Students to Data Science." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.vrlii.
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We are in the age of “Big Data” where only few can do their work effectively without performing some sort of quantitative analysis or referring to empirical information. With the introductory statistics course being the main source of quantitative training for undergraduates, efforts should focus on designing introductory statistics to promote data literacy and help students develop statistical reasoning and acquire the data-analytical skills essential for the Data Science era. Such efforts should be particularly supported at minority serving institutions to help with closing the diversity gap in Statistics and Data Science. This study uses extensive students’ data from a large minority serving institution in the United States to show the consequences of the consensus (traditional) introductory statistics course design on students’ learning gains and experience, and to explore the potential of introductory statistics to promote data literacy and attract minority students to pursue Data Science education and/or careers.
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Casamiquela, Laia, Víctor Moreno de la Cita, Ignasi Pérez Ràfols, and Santiago Roca Fàbrega. "Finestres al cel." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.089.
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We present an astronomy educational project intended for 16-year-old high school students that has been successfully deployed for 7 years under the Youth and Science Program of the Catalunya La Pedrera Foundation. The Youth and Science Program aims to encourage talented students to pursue careers in science and technology and a future as researchers. It consists of a two-week crash course covering all major topics in astronomy: stellar evolution, black holes, galaxy formation and evolution, cosmology, simulations, and gravitational waves, among many others. The classes focus on the relevant concepts in each of the aforementioned fields but without a detailed description of the math formalism or the most advanced concepts in modern physics, this to develop the students’ intuition and interest in the wonders of the Universe without overwhelming them. Theoretical sessions are complemented with a set of practical sessions that help students to consolidate the concepts. All theory and practical sessions in this project are being compiled in an outreach book addressed not only to the students of this project but also to the entire amateur astronomy community.
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Hutzel, William J., and Diana D. Glawe. "S and T Fellowship Experiences in Washington, D.C." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90292.
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The currency of the engineering profession is knowledge. The knowledge gained by an engineer immersed in public policy is commonly undervalued because it is seen as not being applicable to the technical discipline. However, knowledge of the policymaking process is exactly what is needed to understand and communicate technical data in a way that decision-makers can leverage in developing prudent policies. So exposure to policy in effect enables engineers to apply their knowledge for public benefit — the genesis of the engineering discipline. This is only one of the many compelling reasons why interaction between engineers and policymakers should be valued by industry and academia. It was a motivating factor for two faculty members who recently made a temporary transition away from their respective universities to pursue Science and Technology fellowships in Washington, DC. Both individuals had tremendous experiences, professionally and personally, and encourage other engineers to make a similar adventure in Washington, DC one of their career goals.
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Frenea Schmidt, Armelle, Henrik Johansson, and Stefan Krämer. "From educational programmes to professional projects: finding flight opportunities." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.065.
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Nowadays, lots of opportunities are offered to students to fly their own experiment on board of rockets or balloons. Thanks to those opportunities, young scientists have a chance to experience hands-on project and even to find a vocation: pursuing experimentations on-board of flight missions. However, it can appear, for these young professionals, that flying on board sounding rockets or stratospheric balloons is hard to access or to afford. Yet the opportunities exist and are waiting for them! Space educational programmes enable students to learn, in a short period of time, all phases of a scientific project; a unique chance to experience a full project cycle from objectives’ definition to the publication of the results. Thus, students define mission requirements, design, manufacture, test and finally launch their own experiment! On REXUS/BEXUS [1] for example, students experience an end-to-end project with all disciplines required by a Space project (science, mechanics, electronics, software, system engineering, management, finances, outreach). The concretisation of all efforts occurs during the launch campaign, organised at SSC Esrange (Sweden). The campaign is always an intense period for the participants: high level of concentration, pressure, stress but a massive work that pays off during the flight and after. Usually, this key event enables ideas and improvements to pop up; a prolific event to define the next step of an experiment, maybe on a future mission! Many students start their professional career after the campaign. Despite new ideas and the drive to pursue, a common idea of these young professionals is that it is hard to access to flight opportunities on sounding rockets or stratospheric balloons while not being a student anymore: too expensive to finance a campaign? too complex to organise? who to contact? Many questions that it is time to answer. Yes, it is possible! At SSC, we enable access to stratospheric balloons, sounding rockets and drop tests on a cost-efficient entrance level or fully funded through national and international programmes. One of these examples is the EOSTRE mission [2] (Experiment on Outliving Microorganisms under Stratospheric Environment), developed by FH Aachen University of Applied Sciences (Germany) in collaboration with the University of Oulu (Finland); a former BEXUS team that developed its own balloon mission, launched successfully from Esrange in March 2020. Several former students from REXUS/BEXUS have joined professional opportunities, such as the HEMERA [3] programme, with the experiments GRASS from INAF (Istituto Nazionale di Astrofisica) and STRAINS (Sapienza University, Rome) and launched it from Esrange in September 2021. Today, SSC is also offering ride share opportunities on sounding rockets with the programme SubOrbital Express [4]; first successful launch was in June 2019 on board MASER 14 (S1X-1). Opportunities are still open for the next missions in fall 2022 (S1X-3) and in 2023 (S1X-4)
Reports on the topic "Science career pursuit"
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.
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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.
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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.
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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.
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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.