Am I a STEM Professional? Documenting STEM Student Professional Identity Development

Autor/inn/en	Nadelson, Louis S.; McGuire, Sharon Paterson; Davis, Kirsten A.; Farid, Arvin; Hardy, Kimberly K.; Hsu, Yu-Chang; Kaiser, Uwe; Nagarajan, Rajesh; Wang, Sasha
Titel	Am I a STEM Professional? Documenting STEM Student Professional Identity Development
Quelle	In: Studies in Higher Education, 42 (2017) 4, S.701-720 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1070819
Schlagwörter	STEM Education; Professional Identity; Professional Development; Educational Experience; Preferences; Teacher Student Relationship; Student Attitudes; Student Development; Data Collection; Undergraduate Students; Questioning Techniques; Online Surveys; Cluster Grouping + Suchen Sie Ihr Suchwort? STEM; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Data capture; Datensammlung; Befragungstechnik; Fragetechnik; Eingruppierung
Abstract	Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of the relationship between the level of STEM students' perceptions of their professional identities and their educational experiences, learning preferences, and comfort with faculty interactions. We found a misalignment between students' perception of themselves as professionals and the expectations for their actions in professional situations. We also found that students engaged in learning activities similar to the activities of STEM professionals communicated higher levels of professional identity development. We provide implications for our research and directions for ongoing investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01