One mechanism for engaging science departments more deeply in science education is the hiring of Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education and have specialties in undergraduate science education reform, K-12 teacher preparation, and discipline-based science education research.  Few reports have published data on SFES and their impact on U.S. science education.  A national SFES study was initiated using a survey instrument to obtain data, including demographics, training, position structure, and professional activities and satisfaction, on SFES at public and private universities and colleges.  Statistical and grounded theory analyses indicate SFES may be ideally positioned to advance science education, however, many SFES were seriously considering leaving their positions.  Significant differences in SFES characteristics exist by institution type, which may limit their impact.  These results are potentially useful to science education stakeholders, including university administrators, science departments, and state and national policymakers.

National study of Science Faculty with Education Specialties (SFES) in the U.S.

243rd National Meeting (2012)

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