Scaling up a life sciences college career exploration course to foster STEM confidence and career self-efficacy

Liu, Amy; Shapiro, Casey; Gregg, Jess; Levis-Fitzgerald, Marc; O’Leary, Erin Sanders; Kennison, Rachel L.

doi:10.1080/02635143.2022.2083599

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…The identified chain effect highlights that when students perceive a specific piece of knowledge as valuable, their interest in learning it amplifies, fostering greater enthusiasm and self-efficacy for mastering the subject. Consequently, this heightened self-efficacy drives their career expectations linked to that particular field of knowledge (Cromley et al, 2016;Hidi & Renninger, 2006;Liu et al, 2022). As a result, educators hold the potential to enhance students' inclinations toward STEM careers by focusing on elevating their perceptions of the value of STEM.…”

Section: Discussionmentioning

confidence: 99%

“…The significance of this omission becomes particularly pronounced when considering that university-level students, typically aged 18 to 23, have already made their major selections. This phase of education is especially pivotal for students within science and engineering fields, as it represents a crucial juncture for assimilating specialized knowledge, refining professionalism, cultivating a sense of professional identity, and nurturing a heightened professional interest (Liu et al, 2022). The STEM career inclinations exhibited by this cohort of students hold a stronger predictive power for their subsequent career trajectories within the field, surpassing the predictive significance observed in students of different age brackets (Liu et al, 2022).…”

Section: Introductionmentioning

confidence: 91%

“…This phase of education is especially pivotal for students within science and engineering fields, as it represents a crucial juncture for assimilating specialized knowledge, refining professionalism, cultivating a sense of professional identity, and nurturing a heightened professional interest (Liu et al, 2022). The STEM career inclinations exhibited by this cohort of students hold a stronger predictive power for their subsequent career trajectories within the field, surpassing the predictive significance observed in students of different age brackets (Liu et al, 2022). Consequently, delving into the STEM career propensities of students enrolled in science and technology programs at colleges and universities holds immense value.…”

Section: Introductionmentioning

confidence: 99%

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Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

Sheng,

Tian,

Sun

et al. 2023

JBSE

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Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference. Keywords: STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving, Agroforestry undergraduates

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

Sheng,

Tian,

Sun

et al. 2023

JBSE

View full text Add to dashboard Cite

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Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Chen,

Dums,

Hasley

2024

Front. Educ.

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Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

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An Equation Model for the Career Maturity and Learning Confidence of Students in Interdisciplinary Programs Integrated With Modern Technologies

Liao

2024

International Journal of Web-Based Learning and Teaching Technologies

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Taking three typical interdisciplinary programs integrated with modern technologies in a vocational college as examples, this research was designed to identify the indicators of student career maturity and to explore the indirect effect of career learning planning on the relationship between career maturity and confidence in self-directed career learning. A survey was conducted to collect data on interdisciplinary programs in the humanities of a vocational college. Factor analysis and structural equation modeling (SEM) were used to conduct the analysis. Results showed that career value and students' perceptions of career competencies and external assistance were predictors of the career maturity of students in the early stages of college learning. The modelling test supported the significant effect of career maturity on confidence in learning through the mediating effect of planning for learning. Early career interventions was proposed to guide interdisciplinary students to make plans for future careers.

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Scaling up a life sciences college career exploration course to foster STEM confidence and career self-efficacy

Cited by 4 publications

References 32 publications

Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

An Equation Model for the Career Maturity and Learning Confidence of Students in Interdisciplinary Programs Integrated With Modern Technologies

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