Goodwill without Guidance: College Student Outreach Practitioner Training

Abstract

Chemistry-specific informal science education (chemistry outreach) is widely practiced across all levels of the chemistry community. College students associated with American Chemical Society and Alpha Chi Sigma collegiate chapters are one population of chemistry outreach practitioners who reach upward of 1 million people every year. Previous studies of this population have characterized their goals/purposes for conducting outreach, their understanding of the chemistry content underlying common demonstrations/activities, as well as their teaching and learning beliefs that they bring to their outreach teaching. The study reported herein provides another characterization of this population’s chemistry outreach practices by focusing on the training experiences they receive prior to facilitating events. Using a combination of inductive and deductive approaches, training experiences and perceived gaps in training are characterized and compared to stages of the Cognitive Apprenticeship Theory. Results indicate little involvement from chapter advisors, widespread practice of “winging it” or using trial and error when teaching children, and little training overall. Comparisons to Cognitive Apprenticeship Theory show a primary emphasis on modeling and coaching, with little metacognitive considerations. Implications for outreach teaching and training (for both practitioners and national chemistry organizations) are presented in light of these findings.

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

“…Such experiences may facilitate or reinforce students’ confidence in the STEM field and accentuate their potential for future success (Paglis, Green & Bauer, 2006). Many learn these processes by “doing”, but without a structured environment where students are taught these important practices, they are dependent on an advisor who “allows” shadowing or co-authoring, often leading to inequities in terms of involvement throughout the publication process (Abbott, et al 2020; Foster, et al 2012; Giuliano, et al 2022; Pratt, et al 2019). Although still limited, cognitive apprenticeship has been studied more at the graduate and postdoc level (Stewart & Lagowski, 2003; McDowell et al, 2019; McDowell et al, 2021; Minshew et al, 2021; Blume-Kohout, 2017).…”

Acting Chromatography

“…For this reason, we propose a new, alternative, and attractive approach to captivate students with chromatography, consisting of its dramatization, useful also for subsequent outreach events. − It must be emphasized that this pilot activity is an introduction to the theory and real laboratory practice of chromatography.…”

The Effective Guidance Path of High-Quality Employment for College Students in the Internet Perspective

“…China's economy has transitioned from rapid growth to high-quality development in the new era and stage. College students are a high-quality group with vigor and great potential in the new era, and guiding them to realize full employment is the proper meaning of talent cultivation in colleges and universities [1][2][3]. The current employment guidance work in colleges and universities has been focused on colleges and universities to promote full employment of college students.…”