The Role of Faculty Guest Speakers and Research Lab Visits in STEM Major Selection: A Qualitative Inquiry

Christopher T Belser,Melissa A Dagley,Andrew P Daire,Rikako Karaki,Cynthia Y Young,Diandra J Prescod,Katelyn F Cushey

doi:10.21061/jcte.v33i1.a1

Christopher T Belser, Melissa A Dagley + Show 5 more

Open Access

https://doi.org/10.21061/jcte.v33i1.a1

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Abstract

Science, Technology, Engineering, and Math (STEM) recruitment programs are growing at post-secondary institutions in response to the national shortage of trained workers in STEM fields. Many programs prove effective in recruiting students into STEM majors with research indicating the benefits of experiential learning activities in program outcomes. This study qualitatively examined the experiences of first-year undergraduate students in a STEM-focused career planning class within a STEM recruitment program. Findings illuminated the importance of STEM faculty guest lectures and research lab visits in providing meaningful opportunities to learn more about specific STEM fields and to make career decisions. Recommendations for programmatic improvements are also made based on critical feedback on the structure and content of these experiential activities.

Highlights

The National Academy of Sciences (2011) and the National Science Foundation (2013) both agree that whereas science, technology, engineering, and math (STEM) fields advance and grow, a lack of qualified workers exists to fill job positions within these fields, which is commonly referred to as the STEM Crisis. Chen (2014) reported that nearly half of bachelor’s degree students in STEM majors left their STEM major, either through changing their major or though leaving college altogether
Three themes (Broadened Understanding of Options within STEM, New Information Helpful with Decision Making, and Students Impacted by Faculty Passion) related to more positive or meaningful experiences students had, whereas one theme (Provided Narrow View of Specific STEM Fields) related to more negative experiences described by students
Our data analysis revealed six key themes: (a) Broadened Understanding of Options within STEM, (b) New Information Helpful with Decision Making, (c) Students Impacted by Faculty Passion Students, (d) Best Engaged through Hands-On Experience, (e) Provided Narrow View of Specific STEM Fields, and (f) Overall Meaningful, yet Imperfect, Experience

Summary

Introduction

The National Academy of Sciences (2011) and the National Science Foundation (2013) both agree that whereas science, technology, engineering, and math (STEM) fields advance and grow, a lack of qualified workers exists to fill job positions within these fields, which is commonly referred to as the STEM Crisis. Chen (2014) reported that nearly half of bachelor’s degree students in STEM majors left their STEM major, either through changing their major or though leaving college altogether. Chen (2014) reported that nearly half of bachelor’s degree students in STEM majors left their STEM major, either through changing their major or though leaving college altogether. Other reports indicate that STEM attrition could be as high as 70 percent (Koenig, Schen, Edwards, & Bao, 2012). Chen (2014) highlighted gender differences in STEM attrition, noting that females were more likely to change their major, whereas males were more likely to drop out of college. The precise number is disputed, disparities exist in STEM retention for ethnic minority groups, (National Science Foundation, 2013; Palmer, Maramba, & Dancy, 2011). Numerous researchers have called for more investigations related to contextual factors that may cause or correlate with attrition rates in populations underrepresented in STEM fields (Gayles & Ampaw, 2014; Litzler, Samuelson, & Lorah, 2014; Mansfield, Welton, & Grogan, 2014)

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