Cornerstone over Capstone: The case for structured career development opportunities early in the undergraduate biology curriculum as a way to influence science and biology identities.

Abstract

Improving the rate at which individuals enter into STEM careers remains a national concern. STEM fields are currently facing a crisis with respect to filling jobs with qualified workers, suggesting that STEM jobs are available yet remain open and waiting for qualified graduates. Although researchers have previously investigated variables such as demographics and attrition rates for the lack of STEM graduates available to fill these job vacancies, there is a critical need for additional research examining the impact of additional career-related variables. To explore the impact of a biology-focused career development course (CDC), we surveyed 277 biology majors in their final semester who participated in the CDC. Respondents were asked to describe their perceptions of the professional development modules contained within the CDC and to describe what they would have done differently had the CDC been available earlier in their academic career. We grounded data analysis in science and biology identity frameworks. In agreement with earlier identity studies, we found that engagement with the CDC enhanced student's performance/competence in biology and recognition as a biologist, two factors that are important for identity formation. Additionally, we show that students prefer to have the CDC earlier in their academic careers. Collectively, our data advance our understanding of career development of biology majors in two novel ways. First, we provide much needed qualitative data highlighting the mechanisms underlying the biology-focused CDC. Second, we provide both quantitative and qualitative data focused on the timing of the CDC, a topic which has not yet been purposely explored in biology.