Transforming Science and Careers
​Professional Development (PD)
FREE Online PD
2018-19 School Year
Apply today!
​ https://goo.gl/dH1S41
Transformative Career and Science Inquiry PD
​Do you find this site's resources and information helpful?
Apply for a free PD opportunity organized by the site’s authors, Drs. Cassie Storlie and Bridget Mulvey. 
This PD will help you reframe your instruction to make science content more meaningful and achievable for students.  Science-related careers can be within each student’s reach!
Project Description 
This project is an online teacher PD funded by the Martha Holden Jennings Foundation, with supplemental support from Lubrizol Corp. and Kent State University.  It includes the following topics to transform instruction, with an emphasis on supporting minority students:
  • Science career development
  • The nature of science (reflection on what science is like)
  • Science inquiry
  • Productive teacher questions​ 
Together, these core aspects of excellence in science teaching and learning support the following outcomes.

PD Outcomes, Years 1 and 2

  • Teachers explored their own career stories
Teachers’ reflections on their own career stories supported their empathy for students who, at times, did not yet have fully formed (or any) ideas about possible careers.​
  • Teachers increased amount and/or quality of science inquiry and career development instruction 
Many teachers had not considered including science career development in their instruction, whereas others needed resources to support this.  Teachers expanded their understanding of how to effectively implement inquiry and career development strategies with their students.  This supported changes in instruction.             
Example: using more productive questions led to some dramatic shifts in student talk in discussions, supporting more effective inquiry instruction.
  • Students conducted more and/or higher quality science inquiries
Students engaged in science investigations more like scientists do.
  • Students explored their career interests and science career opportunities ​
Students reflected on near-peer science undergraduates’ career stories and the implications for themselves.
Implications
  • It’s never too young to start talking with students about varied career opportunities and their own career interests.
  • Exposing students to others’ thinking about careers can support students’ thinking about their own career possibilities.
  • Using evidence-based resources to learn about students’ career ideas can inform teachers’ effective career development instruction tailored to students’ needs.
  • When teachers’ questions are more open-ended, students are more likely to share their ideas and be active, thoughtful contributors.  Question stems are helpful supports for teachers as they shift their questioning. 
    • Example productive question stems include:
      • What do you notice about...
      • How might you...
      • How do you think...
      • Can you find a way to...