97th ESA Annual Meeting (August 5 -- 10, 2012)

Monday, August 6, 2012: 2:10 PM

E141, Oregon Convention Center

Kathy S. Williams, Biology and Undergraduate Studies, San Diego State University, San Diego, CA, Seth D. Bush, Department of Chemistry and Biochemistry, California Polytechnic State University, San Luis Obispo, San Luis Obispo, CA, Nancy J. Pelaez, Department of Biological Sciences, Purdue University, West Lafayette, IN, James A. Rudd II, Department of Chemistry and Biochemistry, California State University, Los Angeles, Los Angeles, CA, Michael T. Stevens, Biology, Utah Valley University, Orem, UT and Kimberly D. Tanner, Department of Biology, San Francisco State University, San Francisco, CA

Background/Question/Methods

One mechanism for engaging science departments more deeply in science education is the hiring of Science Faculty with Education Specialties (SFES). SFES have specialties in the areas of undergraduate science education reform, K-12 teacher preparation, and discipline-based science education research (DBSE), and they are scientists who take on specialized roles in science education within their discipline. While these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. To obtain data on SFES and their potential influence on science education across the United States, a national survey was conducted to collect information about SFES at public and private Ph.D.-, M.S.-, B.S.-, and A.A.-granting institutions. The survey instrument included closed- and open-ended questions regarding SFES demographics, position structure, professional activities, and training. It also collected attitudinal information about perceptions of job expectations, professional satisfaction, and other descriptive information. Over 300 faculty from almost every state anonymously completed the survey. We compared responses of SFES in Biology and non-Biology departments, and among institution types. The responses were analyzed using descriptive statistics, inferential statistics, and grounded theory analysis, as appropriate.

Results/Conclusions

We found that SFES across the US were engaged in the key arenas of undergraduate science education, K-12 science education, and DBSE research. Thus, SFES appear to be well-positioned to affect science education at all levels. Two pathways to SFES positions were common: those faculty "Hired" as SFES and those who "Transitioned" to SFES roles from other initial science faculty roles. However, many SFES were seriously considering leaving their positions. We also found that SFES characteristics differed among institution types and may limit SFES influences on science education. These results are potentially useful to a variety of science education stakeholders (e.g., higher education administrators, state and national policymakers, funding agencies, science departments, and individual scientists considering SFES career pathways) in framing discussions about the purpose and structure of SFES positions, as well as their potential effect on science education throughout the US.

COS 12-3 - National study of Science Faculty with Education Specialties (SFES) in the US