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Supporting STEM Graduate Students in Strengthening Their Professional Identity through an Authentic Interdisciplinary Partnership

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Title: Supporting STEM Graduate Students in Strengthening Their Professional Identity through an Authentic Interdisciplinary Partnership
Language: English
Authors: Julianne A. Wenner, Megan Frary, Paul J. Simmonds
Source: Studies in Graduate and Postdoctoral Education. 2024 15(1):96-116.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: STEM Education, Graduate Students, Professional Identity, Elementary School Science, Outcomes of Education
DOI: 10.1108/SGPE-02-2023-0017
ISSN: 2398-4686
Abstract: Purpose: Historically, graduate education's goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs' professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity. Design/methodology/approach: The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews. Findings: The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs' sense of belonging in their field; increasing GSs' self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs' awareness of their ability to serve others via their field. Originality/value: The SPP's outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs' professional identities could be adapted for different contexts and institutions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1405301
Database: ERIC
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  Data: Supporting STEM Graduate Students in Strengthening Their Professional Identity through an Authentic Interdisciplinary Partnership
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Graduate+and+Postdoctoral+Education%22"><i>Studies in Graduate and Postdoctoral Education</i></searchLink>. 2024 15(1):96-116.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
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  Data: 10.1108/SGPE-02-2023-0017
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  Data: 2398-4686
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  Data: Purpose: Historically, graduate education's goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs' professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity. Design/methodology/approach: The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews. Findings: The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs' sense of belonging in their field; increasing GSs' self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs' awareness of their ability to serve others via their field. Originality/value: The SPP's outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs' professional identities could be adapted for different contexts and institutions.
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      – SubjectFull: Graduate Students
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      – SubjectFull: Professional Identity
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