Strategic Recruitment Strategies to Attract Students into Chemistry - - PowerPoint PPT Presentation

Strategic Recruitment Strategies to Attract Students into Chemistry and Physics Education

Michelle L. Dean, Gregory Rushton, David Rosengrant & Brett Criswell

The Need

It has been echoed for numerous years that the nation needs STEM teachers who:

• Are competent in the subject area
• Offer quality education to their students by utilizing best

practices

• Will persist in the field

Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, DC: The National Academies Press, 2010. Landers, E. S., & Gates, Jr. S. J. (2010). Prepare and Inspire, 330 (6001), 151. White House Office of the Press Secretary (2012) President Obama announces plans for a new national corps to recognize and reward leading educators in science, technology, engineering and

• math. (Accessed Sept. 2014)

Responses to the National Need

• Development of alternative certification routes
• Restructuring current education programs to draw students in

(UTeach, PhysTec, Woodrow Wilson Fellows)

• Incentives to pursue degrees in STEM education programs

(Noyce, WWF, private scholarships, etc.)

KSU Production of UG Biology & Chemistry Teachers

2 4 6 8 10 12 2007 2008 2009 2010 2011 2012 2013

Biology Chemistry

Labor Market Theory

• The basic principle driving the supply of teachers is the

following: Individuals will become or remain teachers if teaching represents the most attractive activity to pursue among all activities available to them.

• Making the career attractive and desirable – ease of entry and
• verall compensation (salary, benefits, working conditions,

and personal satisfaction).

• Utilize these elements as leverage to bring supply in line with

demand.

Haggstrom, G., Darling‐Hammond, L., & Grissmer, D. (1988). Assessing teacher supply and demand (R‐3633‐ED/CSTP). Santa Monica, CA: RAND.

Elements of a Comprehensive and Strategic Recruitment Plan

Philosophy Philosophical connections between the the situated learning experience and the teacher preparation program Purposeful Experiences Experiences that are designed to build on each other over time Situated Experiences Attention is given to prior experiences and utilizes these in the recruitment plan

Luft, J. A.; Wong, S. S.; Semken, S. Rethinking Recruitment: The comprehensive and strategic recruitment of secondary science teachers. J. Sci. Teacher Educ. (2011). 22, 459‐474.

Our Role

Teachers who serve as role models Teachers who serve as role models

Quality teacher preparation Quality teacher preparation

Quality content preparation Quality content preparation

Context for Recruitment at KSU

• Third largest GA public institution
• Primarily undergraduate institution with nearly 25,000

undergraduate and graduate students

• An offering of 89 degree programs‐ bachelors (52), masters

(29) and doctoral (8)

• Within the top 2 producers of teachers in the state of GA
• The largest producer of chemistry and physics teachers in GA

Preparation Strategies: Multiple Pathways

• BS Chemistry, Chem. Ed. Track

– Earn chemistry degree and certification – 24 hours of upper level chemistry; 33 hours of education & chemistry education – For “early deciders”

• Master of Arts in Teaching (MAT) Chemistry

– Earn Masters Degree and certification within 1‐1.5 yrs – Enroll in education, chemistry education courses & needed foundation courses – For recent graduates, career changers & current teachers

1 2 3 4 5 6 7 8 9 10 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

BS Chemistry MAT Chemistry MAT Physics

Chemistry & Physics Teacher Production

Hired 1st

• Chem. Ed.

Faculty Hired 2nd

• Chem. Ed.

Faculty MAT‐Sci program approved Hired 3rd Chem Ed Faculty Awarded 2nd NSF Noyce & Hire 4th Chem. Ed. Faculty Awarded 3rd NSF Noyce Awarded 1st NSF Noyce

Noyce I Chemistry and Physics

• A partnership between KSU and GA Tech
• Recruitment of undergraduates to complete their senior year

and enter the MAT Chemistry or Physics program at KSU

• Offered $10,000/year

Noyce Programs at KSU

Previous Noyce Programs

Noyce Programs at KSU

Current Programs

I‐IMPACT

• Noyce II project that recruits teaching fellows (TFs) and master

teaching fellows (MTFs)

• This program focuses on teacher leadership as a function of

retention of quality teachers

• Each is offered $10,000/year for participation in the 5‐year

program

I‐IMPACT

Teaching Fellows (TFs) Master Teaching Fellows (MTFs)

• 16 STEM career changers recruited

into MAT Chemistry or Physics program

• Selected through an application and

interview process

• Support for 5 years – beginning once

they enroll in the MAT program at KSU and during the first 4 years of their career

• 16 current Chemistry or Physics

teachers from 5 metro‐Atlanta school systems

• Selected through a multistep process
• Support for 5 years – including

support for content, pedagogy and to earn an endorsement in educational leadership

Noyce Programs at KSU

Current Programs

Noyce‐CPU

• Noyce I project that recruits high school and undergraduates into

chemistry and physics education degree tracks at KSU

• This program focuses on the construction of a pipeline that leads

towards graduation with teaching certification in chemistry or physics

• 25 Noyce scholars are offered $13,500/year during their least two

years of the degree program.

Service Learning in Chemistry and Physics Service Learning in Chemistry and Physics Open to all undergrads to learn the foundations

• f chemistry and physics

education and allow them to engage in

• utreach activities with

partner middle schools. KeCoPA ISLAND Summer Camp KeCoPA ISLAND Summer Camp Designed to recruit 8 HS and 16 KSU students to

• ffer them teaching

experience in a low stakes and supportive environment Noyce‐CPU Scholarship Noyce‐CPU Scholarship Designed to support 25 students in the last two years of the chemistry and physics education degree track.

Noyce Programs at KSU

Population Pipeline How to Meet Them Anticipated Pre‐service Program Comments Pre‐college students Local K‐12 middle and high schools Science B.S. with teacher education degree track Locate strong local K12 science education departments; target STEM academies and magnet programs Early‐undergraduate science majors introductory science classes & foundation science education courses Science B.S. with teacher education degree track This may include visiting 2‐year colleges Late‐college undergraduate (and graduate) science majors academic advisors; content faculty; science major clubs; career fairs; upper‐level science courses; M.A.T./M.Ed. (or equivalent) should count as upper‐ level elective towards graduation requirements if possible Early‐career science graduates alumni associations; social media; professional

• rganizations; university

career services; recruitment agencies; tutoring/test preparation centers M.A.T./M.Ed. (or equivalent) Mid‐ to late‐career science professionals alumni associations; professional

• rganizations; print media

M.A.T./M.Ed./University‐Based

• Alt. Cert. Program

must offer efficient and flexible route to teaching or else alternative preparation becomes preferred route

Phases of Recruitment

• 1. Planting the seed
• 2. Nurturing the idea

Population Pipeline Greatest Needs to Decide Pre‐college students Strong role models Teaching experiences Early‐undergraduate science majors Teaching experiences Late‐college undergraduate (and graduate) science majors Advisement in weighing career choices Teaching experiences Early‐career science graduates Advisement in weighing career choices Aide to bridge the gap between the two careers Mid‐ to late‐career science professionals Advisement in weighing career choices Aide to bridge the gap between the two careers

Evaluating the Needs of Recruitment Populations

Strategic Recruitment Strategies

Population Pipeline Planting the Seed Nurturing the Idea Pre‐college students Visit local schools to do outreach to science

• r FEA classes

Encouragement of their teachers Engage as a summer camp leader Early‐undergraduate science majors Visit lower‐level content courses at KSU and 2‐yr colleges Post information in school newspaper, electronic signs, etc. Email targeted groups Engage as a summer camp leader Science Education Foundations Course Peer‐led Team Learning Student outreach groups (SAACS/NSTA) Late‐college undergraduate (and graduate) science majors Visit upper‐level major classes CHEM 3400 – Teaching and learning of Chemistry Peer‐led Team Learning Student outreach groups (SAACS/NSTA) Follow through with individual advisement meetings Early‐career science graduates Spread the word through list‐servs, newsletteers, etc. put out by groups that target this audience (GT and KSU alumni, ACS, large STEM employers, labor agencies) Graduate Teaching Assistantships; Outreach to local K12 schools; K12 science clubs, olympiads, bowls; science tutoring; substitute teaching Mid‐ to late‐career science professionals Spread the word through list‐servs, newsletteers, etc. put out by groups that target this audience (GT and KSU alumni, ACS, large STEM employers, labor agencies) Follow through with individual advisement meetings

Marketing Message

B.S. Chemistry and Physics

• Earn a B.S. Chemistry or Physics degree and also be certified to teach
• Able to complete the degree in 4 years
• Discipline specific education preparation courses
• Year‐long student teaching experience co‐teaching model
• Strong community‐based mentoring
• Show them the numbers
• 100 % job placement
• Comparable salary to the median salary of B.S. Chemistry

graduates

• Excellent work/life balance

Marketing Message

Morrissey, S.R. New‐Graduate Salaries. Chemical and Engineering News. 91(16), 47‐50.

Marketing Message

Morrissey, S.R. New‐Graduate Salaries. Chemical and Engineering News. 91(16), 47‐50.

Marketing Message

MAT Chemistry or Physics

• Earn Masters degree in 3 semesters
• Discipline specific education preparation courses
• Year‐long student teaching experience co‐teaching model
• Strong community‐based mentoring
• 100 % job placement
• Enter the profession at a higher pay bracket
• Excellent work/life balance

Challenges

• Constant validation and justifying the importance of a chemistry

education program

• Students uninformed/uninterested in the value of the Chem. Ed.

Track (courses, salary, and job security)

• Finding qualified mentor teachers willing to take on pre‐service

teachers

• Hiring faculty with a rich background in chemistry and secondary

education

• Lack of scholarship to inform our understanding of teacher prep

and justify our existence.

Goals

• Educate students and faculty about a Chem. Ed. Career
• Continue recruitment strategies
• Development of Chem. Ed. courses for the new M.S. and Ed.D in

Chemistry

• Increase enrollment in the undergraduate program
• Building partnerships with graduates from the KSU program to

mentor current students

• Build a premier chemistry teacher preparation program that helps

to inform the broader community

Acknowledgements

• Kennesaw State University College of Science and Mathematics
• Kennesaw State University College of Education
• NSF‐DUE #0733830
• NSF‐DUE #1035451
• NSF‐DUE #1340019