Formulating Undergraduate Student Expectations for Better Career Development in Sales

Scientific societies serve as communities of practice in which scientists develop many of the skills and connections required for the progression of their careers. For example, scientific societies offer a range of opportunities to attend career development programs, gain experience in communicating science, and receive recognition for achievements within their discipline. Programming for undergraduate student members has recently been increasing, both in prevalence and in its range of offerings. The Alliance to Catalyze Change for Equity in STEM Success, ACCESS, a meta-organization seeking equity and inclusivity in life sciences fields, has examined programs and opportunities focused on undergraduates across its member scientific societies to identify common themes, promising practices and challenges. In this article, we share and discuss our findings.

Download Full-text

Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics

The Professional Counselor ◽

10.15241/ctb.8.3.262 ◽

2018 ◽

Vol 8 (3) ◽

pp. 262-276 ◽

Cited By ~ 2

Author(s):

Christopher T. Belser ◽

M. Ann Shillingford ◽

Andrew P. Daire ◽

Diandra J. Prescod ◽

Melissa A. Dagley

Keyword(s):

Career Development ◽

Student Retention ◽

Undergraduate Student ◽

Stem Majors ◽

Math Ability ◽

Factors Influencing

Download Full-text

Undergraduate Students’ Perspectives of Essential Instructor Qualities

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v16i1.19178 ◽

2016 ◽

Vol 16 (1) ◽

pp. 15-30 ◽

Cited By ~ 2

Author(s):

Beth Trammell ◽

Rosalie Aldrich

Keyword(s):

Undergraduate Students ◽

Undergraduate Student ◽

First Generation ◽

Student Expectations ◽

Substantial Impact ◽

Generation Status ◽

Class Level ◽

Course Format ◽

Instructor Characteristics ◽

Improve Student Learning

Preferences for who an instructor is and how he or she behaves have a substantial impact on a student’s overall experience in the college classroom. There are many variables that impact a classroom experience including the instructor, the student, and the class itself. Much research has been done in the area of undergraduate student expectations and preferences for instructors, course format, etc. This paper explores how specific student characteristics such as first-generation status, and age together with class level and format impact students’ perception of what makes a good instructor. By understanding what instructor qualities these students appreciate, instructors can tailor their behavior to improve student learning and retention. Results suggest few differences within and between these groups of students. However, students had strong preferences for a high number of positive instructor characteristics, suggesting the possibility of overly optimistic and unrealistic preferences. Implications of this and suggestions for how instructors can better accommodate the preferences of students are discussed.

Download Full-text