Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 9 October 2023
Issue publication date: 2 January 2024
Abstract
Purpose
Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.
Design/methodology/approach
The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.
Findings
The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.
Originality/value
The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.
Keywords
Acknowledgements
The authors wish to thank Donna Llewellyn for her thoughtful guidance and collaboration on this project.
This material is based upon work supported by the National Science Foundation under Grant No. 1806698.
Since acceptance of this article, the following author has updated their affiliation: Paul J. Simmonds is at the Department of Electrical and Computer Engineering, Tufts University, Medford, MA, USA.
Citation
Wenner, J.A., Frary, M. and Simmonds, P.J. (2024), "Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership", Studies in Graduate and Postdoctoral Education, Vol. 15 No. 1, pp. 96-116. https://doi.org/10.1108/SGPE-02-2023-0017
Publisher
:Emerald Publishing Limited
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