- Year 2024
- NSF Noyce Award # 937
- First Name Cody
- Last Name Nygard
- Registration Faculty/Administrator/Other
- Discipline STEM Education (general)
- Role Co-PI
- Presenters
Kristin Cook, Bellarmine University
Need
This project builds upon the Capacity Building Noyce Grant Bellarmine University faculty developed in partnership with the Kentucky Science Center for providing an informal STEM education internship for potential Noyce Scholars. The current project compares data collected from the first and second cohorts of interns in an effort to determine variables within the internship or interns themselves which would indicate positive interest in pursuing a career in STEM teaching.
Research Questions
What variables in the internship were most impactful for interns’ consideration of entering into a STEM teaching career? What variables in the interns were indicative of positive interest in becoming a STEM teacher?
Approach
We used observational data, pre and post internship interviews, and intern evaluations from both the first and second cohorts of interns to establish strengths and weaknesses of the interns as well as their interest in becoming STEM teachers. By comparing the data from the two cohorts, we established variables which may be correlated with interest in entering the STEM teaching field.
Outcomes
One of the key findings in comparing the two cohorts of interns was that although the first cohort demonstrated higher confidence in their knowledge and mastery of content in their respective STEM fields, fewer interns indicated interest in teaching at the end of the internship. The second cohort, while still holding high confidence in their content knowledge, were more sensitive to classroom management, connecting with students, and demonstrating a disposition compatible with teaching. More students in the second cohort ended the internship with an interest in becoming STEM teachers.
Broader Impacts
The results of our project may better equip institutions of higher education to identify current STEM students who would be successful STEM teachers and provide them with formational, informal education experiences to prepare them for entry into this career field.
