Title: Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives
Societal Impact Statement
Humans are dependent upon plants for oxygen, food, textiles, and medicines. Climate change and deforestation represent serious threats to our planet, causing significant disruptions to our ability to access and utilize these plant resources; this makes a botanically literate workforce and plant science careers more important than ever. Unfortunately, the current state of botanical career opportunities and training programs in the United States remains unclear. This study focuses on the current employment trends of government and private sector botanists and what skills future plant scientists will need to be successful in these careers.
Summary
Plant science plays a crucial role in our society and in ongoing efforts to address many global challenges, including food insecurity and climate change. Yet, despite a predicted increase in plant science career opportunities in the United States, the botanical career landscape outside of academia is not well understood.
To further our understanding of the training required for non‐academic botanical careers, the botanical sub‐disciplines used on the job, and career challenges faced by plant scientists, we surveyed 61 scientists working in government and 59 scientists working in the private sector in the United States.
In both career sectors, > 80% of survey participants reported recent hires at the bachelor's degree level. New personnel with master's degrees were more commonly reported in the government sector (95%) than in the private sector (69%). Most plant scientists working in government reported a focus on plant ecology and resource management. By contrast, most industry/non‐profit work involved horticulture and biotechnology, with some specific skills spanning both sectors. Notably, one prediction made nearly a decade ago appears to be manifesting: plant scientists seem to be retiring more quickly than they are being replaced. Survey respondents reported that attempts to hire full‐time staff are met with obstacles, including insufficient funding. Plant science professionals in both career sectors emphasized their routine use of botanical skills developed as students, highlighting the need for effective training at the undergraduate level.
We discuss the implications of these findings and present several recommendations for preparing future generations of plant scientists and increasing the scientific community's botanical capacity.
Walsh, Lisa L.; Parsley, Kathryn M.; Sidoti, Brian J.; Callis‐Duehl, Kristine; Hove, Alisa A.; Liu, Hong; Bruce‐Opris, Hannah; Gonzalez, Roxana; Ospina, David; Uzcategui, Mia; et al(
, PLANTS, PEOPLE, PLANET)
Societal Impact Statement
Botanical careers are more important than ever, given that environmental challenges such as climate change and deforestation threaten plants daily and because plants contribute to solutions to these problems. Plants act as our sources of food, medicine, textiles, and oxygen, which means finding ways to mitigate these environmental challenges is crucial. Despite this, little is known about what career opportunities exist for botanists outside of academia and how well academia is training graduate students for these careers. This study centers on the current state of academic botanical careers and how well students completing post‐baccalaureate degrees (herein referred to as graduate students) are being prepared to fill careers within the botanical workforce.
Summary
Plant science plays a crucial role in our society and in ongoing efforts to address many global challenges, including food insecurity and climate change. Despite a predicted increase in botanical career opportunities, little is known about how well academia is training graduate students for careers outside of academia.
To further our understanding of the current state of academic training for botanical careers, we surveyed 85 faculty and 40 graduate students working in academia in the plant sciences in the United States.
We found that the top challenges to university professors in academia are lack of support staff and funding, whereas students completing their post‐baccalaureate degrees cited finances and lack of supportive mentoring as their top challenges. Despite the fact that most graduate students surveyed wanted a career at a research‐intensive university, many botanists in academia are retiring without being replaced by more botanists. Faculty expertise is also misaligned with needs from industry and government employers, causing challenges to training graduate students for these careers outside of academia. Although our data point to a lack of career opportunities within academia, we also note that current graduate student education still emphasizes such careers and is not properly preparing graduate students for the careers they are more likely to obtain within the private and government sectors.
We discuss the implications of these findings and present several recommendations for preparing future generations of plant scientists for more realistic career trajectories.
The practice of writing science blogs benefits both the scientist and society alike by providing professional development opportunities and delivering information in a format that is accessible to large and diverse audiences. By designing a project that introduced upper‐level undergraduate students to science blog writing with a focus on plant biology, we piqued students' interest in science writing and the content of a popular plant science blog website. If adopted more widely, this work could broaden the scope of science education and promote the development of effective science communication skills for the next generation of scientists.
Summary
Successful scientists must communicate their research to broad audiences, including distilling key scientific concepts for the general public. Students pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields benefit from developing public communication skills early in their careers, but opportunities are limited in traditional biology curricula.
We created the “Plant Science Blogging Project” for a Plant Biology undergraduate course at the University of Pittsburgh in Fall 2018 and 2019. Students wrote blog posts merging personal connections with plants with plant biology concepts for the popular science blogsPlant Love StoriesandEvoBites. By weaving biology into their narratives, students learned how to share botanical knowledge with the general public.
The project had positive impacts on student learning and public engagement. In post‐assignment surveys, the majority of students reported that they enjoyed the assignment, felt it improved their understanding of plant biology, and piqued their interest in reading and writing science blogs in the future. Approximately one‐third of the student‐authored blogs were published, including two that rose to the top 10 most‐read posts on Plant Love Stories. Some dominant themes in student blogs, including medicine and culture, differed from common story themes published on the web, indicating the potential for students to diversify science blog content.
Overall, the Plant Science Blogging Project allows undergraduate students to engage with plant biology topics in a new way, sharpen their scientific communication skills in accordance with today's world of mass information sharing, and contribute to the spread of scientific knowledge for public benefit.
Cheng, Li; Antonenko, Pavlo “Pasha”; Ritzhaupt, Albert D.; MacFadden, Bruce(
, British Journal of Educational Technology)
Abstract
The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers.
Practitioner notes
What is already known about this topic
Student career interest in primary and secondary school predicts college degree and career choice.
3D printing has the potential to improve students' interest in STEM careers.
STEM career interest is associated with student gender.
What this paper adds
This study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest.
Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers.
This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers.
Implications for practice and/or policy
Student STEM career interest improves when teachers integrate STEM in their instruction.
STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping.
Yahdi, Mohammed; Bracey, Zoe Buck(
, National Science Foundation - Hispanic-Serving Institutions (HSI) Program Principal Investigator (PI) Meeting, November 2019.)
Need/Motivation (e.g., goals, gaps in knowledge)
The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparation and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes.
New Knowledge (e.g., hypothesis, research questions)
Research indicates that REU/internship experiences can be particularly powerful for students from Latinx and underrepresented groups in STEM. However, those experiences are difficult to access for many HSI-community college students (85% of our students hold off-campus jobs), and lack of confidence is a barrier for a majority of our students. The gap between those who can and those who cannot is the “internship access gap.” This project is at a central California Community College (CCC) and HSI, the only affordable post-secondary option in a region serving a historically underrepresented population in STEM, including 75% Hispanic, and 87% have not completed college. MI is designed to reduce inequalities inherent in the internship paradigm by providing access to professional and research skills for those underserved students. The MI has been designed to reduce barriers by offering: shorter duration (25 contact hours); flexible timing (one week to once a week over many weeks); open access/large group; and proximal location (on-campus). MI mentors participate in week-long summer workshops and ongoing monthly community of practice with the goal of co-constructing a shared vision, engaging in conversations about pedagogy and learning, and sustaining the MI program going forward.
Approach (e.g., objectives/specific aims, research methodologies, and analysis)
Research Question and Methodology: We want to know: How does participation in a micro-internship affect students’ interest and confidence to pursue STEM? We used a mixed-methods design triangulating quantitative Likert-style survey data with interpretive coding of open-responses to reveal themes in students’ motivations, attitudes toward STEM, and confidence. Participants: The study sampled students enrolled either part-time or full-time at the community college. Although each MI was classified within STEM, they were open to any interested student in any major. Demographically, participants self-identified as 70% Hispanic/Latinx, 13% Mixed-Race, and 42 female. Instrument: Student surveys were developed from two previously validated instruments that examine the impact of the MI intervention on student interest in STEM careers and pursuing internships/REUs. Also, the pre- and post (every e months to assess longitudinal outcomes) -surveys included relevant open response prompts. The surveys collected students’ demographics; interest, confidence, and motivation in pursuing a career in STEM; perceived obstacles; and past experiences with internships and MIs. 171 students responded to the pre-survey at the time of submission.
Outcomes (e.g., preliminary findings, accomplishments to date)
Because we just finished year 1, we lack at this time longitudinal data to reveal if student confidence is maintained over time and whether or not students are more likely to (i) enroll in more internships, (ii) transfer to a four-year university, or (iii) shorten the time it takes for degree attainment. For short term outcomes, students significantly Increased their confidence to continue pursuing opportunities to develop within the STEM pipeline, including full-length internships, completing STEM degrees, and applying for jobs in STEM. For example, using a 2-tailed t-test we compared means before and after the MI experience. 15 out of 16 questions that showed improvement in scores were related to student confidence to pursue STEM or perceived enjoyment of a STEM career. Finding from the free-response questions, showed that the majority of students reported enrolling in the MI to gain knowledge and experience. After the MI, 66% of students reported having gained valuable knowledge and experience, and 35% of students spoke about gaining confidence and/or momentum to pursue STEM as a career.
Broader Impacts (e.g., the participation of underrepresented minorities in STEM; development of a diverse STEM workforce, enhanced infrastructure for research and education)
The ESTEEM project has the potential for a transformational impact on STEM undergraduate education’s access and success for underrepresented and Latinx community college students, as well as for STEM capacity building at Hartnell College, a CCC and HSI, for students, faculty, professionals, and processes that foster research in STEM and education. Through sharing and transfer abilities of the ESTEEM model to similar institutions, the project has the potential to change the way students are served at an early and critical stage of their higher education experience at CCC, where one in every five community college student in the nation attends a CCC, over 67% of CCC students identify themselves with ethnic backgrounds that are not White, and 40 to 50% of University of California and California State University graduates in STEM started at a CCC, thus making it a key leverage point for recruiting and retaining a more diverse STEM workforce.
Choe, Nathan H.; Borrego, Maura(
, Journal of Engineering Education)
AbstractBackground
Graduate education literature tends to focus on faculty careers with little attention to industry careers. However, more than one‐third of U.S. engineering doctorates enter industry.
Purpose
Our purpose is to understand engineering graduate students' interest in industry, academia, and government careers as it relates to their graduate engineering identities.
Design/Method
A total of 249 engineering thesis master's and doctoral students completed a survey about their graduate engineering identities and career preferences. We created regression models to predict students' likelihood of pursuing careers in industry, academia, and government. Then, we used cluster analysis to understand the extent to which students are considering multiple options and used chi‐squared and ANOVA tests to compare the clusters.
Results
In the regression model predicting an academic career, research recognition and research performance/competence were positive predictors and engineering performance/competence was a negative predictor. Regression models of industry and government described less than 10% of the variance. Four clusters emerged, which collectively demonstrate that engineering graduate students are considering careers in multiple sectors. Students with internships during graduate study were more likely to pursue industry careers. Master's students were underrepresented in the cluster with highest likelihood of an academic career. International students were keeping more options open than some domestic students. There were also differences by engineering discipline.
Conclusions
Engineering graduate students are considering multiple career sectors. Advisors and education researchers should focus not only on academic career preparation but also on industry and government career preparation, particularly on preparing for multiple options simultaneously.
Sidoti, Brian J., Walsh, Lisa L., Parsley, Kathryn M., Callis‐Duehl, Kristine, Hove, Alisa A., Liu, Hong, Uzcategui, Mia, Ospina, David, Bruce‐Opris, Hannah, Gonzalez, Roxana, Baraloto, Christopher, and McCartney, Melissa. Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives. PLANTS, PEOPLE, PLANET . Web. doi:10.1002/ppp3.10375.
Sidoti, Brian J., Walsh, Lisa L., Parsley, Kathryn M., Callis‐Duehl, Kristine, Hove, Alisa A., Liu, Hong, Uzcategui, Mia, Ospina, David, Bruce‐Opris, Hannah, Gonzalez, Roxana, Baraloto, Christopher, & McCartney, Melissa. Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives. PLANTS, PEOPLE, PLANET, (). https://doi.org/10.1002/ppp3.10375
Sidoti, Brian J., Walsh, Lisa L., Parsley, Kathryn M., Callis‐Duehl, Kristine, Hove, Alisa A., Liu, Hong, Uzcategui, Mia, Ospina, David, Bruce‐Opris, Hannah, Gonzalez, Roxana, Baraloto, Christopher, and McCartney, Melissa.
"Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives". PLANTS, PEOPLE, PLANET (). Country unknown/Code not available: Wiley Blackwell (John Wiley & Sons). https://doi.org/10.1002/ppp3.10375.https://par.nsf.gov/biblio/10411766.
@article{osti_10411766,
place = {Country unknown/Code not available},
title = {Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives},
url = {https://par.nsf.gov/biblio/10411766},
DOI = {10.1002/ppp3.10375},
abstractNote = {Societal Impact StatementHumans are dependent upon plants for oxygen, food, textiles, and medicines. Climate change and deforestation represent serious threats to our planet, causing significant disruptions to our ability to access and utilize these plant resources; this makes a botanically literate workforce and plant science careers more important than ever. Unfortunately, the current state of botanical career opportunities and training programs in the United States remains unclear. This study focuses on the current employment trends of government and private sector botanists and what skills future plant scientists will need to be successful in these careers. SummaryPlant science plays a crucial role in our society and in ongoing efforts to address many global challenges, including food insecurity and climate change. Yet, despite a predicted increase in plant science career opportunities in the United States, the botanical career landscape outside of academia is not well understood.To further our understanding of the training required for non‐academic botanical careers, the botanical sub‐disciplines used on the job, and career challenges faced by plant scientists, we surveyed 61 scientists working in government and 59 scientists working in the private sector in the United States.In both career sectors, > 80% of survey participants reported recent hires at the bachelor's degree level. New personnel with master's degrees were more commonly reported in the government sector (95%) than in the private sector (69%). Most plant scientists working in government reported a focus on plant ecology and resource management. By contrast, most industry/non‐profit work involved horticulture and biotechnology, with some specific skills spanning both sectors. Notably, one prediction made nearly a decade ago appears to be manifesting: plant scientists seem to be retiring more quickly than they are being replaced. Survey respondents reported that attempts to hire full‐time staff are met with obstacles, including insufficient funding. Plant science professionals in both career sectors emphasized their routine use of botanical skills developed as students, highlighting the need for effective training at the undergraduate level.We discuss the implications of these findings and present several recommendations for preparing future generations of plant scientists and increasing the scientific community's botanical capacity.},
journal = {PLANTS, PEOPLE, PLANET},
publisher = {Wiley Blackwell (John Wiley & Sons)},
author = {Sidoti, Brian J. and Walsh, Lisa L. and Parsley, Kathryn M. and Callis‐Duehl, Kristine and Hove, Alisa A. and Liu, Hong and Uzcategui, Mia and Ospina, David and Bruce‐Opris, Hannah and Gonzalez, Roxana and Baraloto, Christopher and McCartney, Melissa},
}
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