- Year 2022
- NSF Noyce Award # 1852738
- First Name Ed
- Last Name Himelblau
- Discipline Biological Sciences, Chemistry, Engineering, Physics
- Co-PI(s)
Seth Bush, Ashley Calloway, Emily Bush
- Presenters
Ed Himelblau, Cal Poly – San Luis Obispo
Need
Our operational theory is that by offering undergraduates an opportunity to learn about teaching- by doing some teaching- we will raise awareness about careers in STEM teaching, increase self-efficacy, and ultimately increase the number of undergraduate STEM majors pursuing their teaching credential.
Goals
Guiding Question 1: To what extent does a Learn-By-Doing Lab teaching experience impact undergraduates’ perceptions of science teaching and their own self-efficacy?Guiding Question 2: How do undergraduates perceive the impact of Learn-By-Doing Lab teaching experience on life and work skills?Guiding Question 3: What attributes of the Learn-By-Doing Lab experience do undergraduates value?
Approach
This study was designed to examine the potential impacts of the LBDL teaching experience on STEM undergraduates. We applied a pre/post approach to collect self-reported survey data. Results were analyzed using a Mixed-Methods approach with qualitative and quantitative measures.
Outcomes
The findings of this study indicate that a course-based science teaching experience positively affects STEM undergraduate perceptions of teaching careers and increases perceptions of their own science teaching self-efficacy. Student participants value the role of the LBDL experience in developing 21st century competencies. Students derive both intrinsic and extrinsic value from the class.
Broader Impacts
This study suggest that a course with a low barrier for entry in which students develop and teach science content could be an effective part of a program to recruit STEM students to teaching. We have developed a model that could be implemented at other campuses and which could ultimately contribute to alleviating the national STEM teacher shortage.
