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
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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 overall 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
PhilosophyPhilosophical connections between the the situated learning experience and the teacher preparation program
Purposeful ExperiencesExperiences that are designed to build on each other over time
Situated ExperiencesAttention 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 25,000undergraduate 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
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BS Chemistry MAT Chemistry MAT Physics
Chemistry & Physics Teacher Production
Hired 1stChem. Ed. Faculty
Hired 2nd Chem. Ed. Faculty
MAT‐Sciprogram approved
Hired 3rdChem Ed Faculty
Awarded 2nd NSF Noyce& Hire 4th Chem. Ed.
Faculty Awarded 3rdNSF Noyce
Awarded 1stNSF 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 KSUPrevious Noyce Programs
Noyce Programs at KSUCurrent 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 oncethey 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 toearn an endorsement in educationalleadership
Noyce Programs at KSUCurrent 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 PhysicsService Learning in Chemistry and Physics
Open to all undergrads to learn the foundations of chemistry and physics education and allow them to engage in outreach activities with partner middle schools.
KeCoPA ISLAND Summer CampKeCoPA ISLAND Summer Camp
Designed to recruit 8 HS and 16 KSU students to offer them teaching experience in a low stakes and supportive environment
Noyce‐CPU ScholarshipNoyce‐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 & foundationscience 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 organizations; 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 organizations; 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
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 choicesTeaching experiences
Early‐career science graduatesAdvisement in weighing career choicesAide to bridge the gap between the two careers
Mid‐ to late‐career science professionalsAdvisement in weighing career choicesAide to bridge the gap between the two careers
Evaluating the Needs of Recruitment Populations
Strategic Recruitment StrategiesPopulation Pipeline Planting the Seed Nurturing the Idea
Pre‐college studentsVisit local schools to do outreach to scienceor FEA classesEncouragement of their teachers
Engage as a summer camp leader
Early‐undergraduate science majors
Visit lower‐level content courses at KSU and 2‐yr collegesPost information in school newspaper, electronic signs, etc. Email targeted groups
Engage as a summer camp leaderScience Education Foundations CoursePeer‐led Team Learning Student outreach groups (SAACS/NSTA)
Late‐college undergraduate (and graduate) science majors
Visit upper‐level major classesCHEM 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 MessageB.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 MessageMAT 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