What We've Learned
As a professional society, the APS recognizes the key role it must play in
the development of undergraduate, graduate, and postdoctoral students in
science, as well as in helping the scientific research community become
active members of the K-12 science education support network.
Role of Precollege partnerships between K-12 educators
and students and the research community have proven positive effects on
the quality and quantity of science education. At the undergraduate level,
student involvement in research projects, as well as faculty involvement
in ongoing professional development, contribute to both an enhanced
undergraduate experience and increased interest in research careers.
At the graduate level, "acculturation to the research
environment" is a key factor in graduate education, especially for
minority students.* If students are not actively welcomed into the culture
of science so they can develop not only research skills but also
professional skills and networks, their chances of success are limited.
Professional societies provide access to professional networks by
providing opportunities for student-researcher interactions, orienting
students to the meeting sessions and opportunities, and showcasing the
work of students via meetings and publications. In addition, they can
facilitate the development of support networks between students that can
later develop into life-long networks of colleagues in the field. In many
cases, professional societies can provide important information,
networking, and resources that may not be provided by the student’s
mentor.
Professional societies can serve as a catalyst in
developing a scientific workforce that not only encompasses, but also
embraces the benefits of diversity among scientists. Science is incomplete
without the contributions of scientists from both genders, diverse
backgrounds, and all racial/ethnic groups. Societies can monitor the
progress of minority students and professionals in their field; create a
supportive climate in society-sponsored meetings and programs; and create
targeted programs for minority students that address critical impact
points in their professional development.
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Reference the U.S. Congress Office of Technology
Assessment cited 1988
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Brazzeil & Brazzeil, 2001, p. 273
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