Table 1:

Reasons for taking an SFES position in response to the following question: “Briefly, what were your original reasons for taking your current position?” (n = 56)

Category	Sample quotes	%
Interest in science education	Influencing K–12 science education
	• I was interested and excited about the possibility of teaching teachers (both pre-service and in-service). • I wanted to positively impact the K–12 education system in the state of California. • As a new parent, and seeing the state of science education in the country, I felt that it was imperative that people with backgrounds in science have an impact on the K–12 education process.	48
	Improving college and university science teaching
	• I was excited about the opportunity to become involved in the curricular changes that were planned by my department, and I had an interest in science education/curricular innovation/ assessment. • I was interested in trying to encourage reform of university-level science teaching. • I was excited to join a growing department where I would be able to shape the program development of the Physics major.
	Engaging in science education research
	• Interest in having a laboratory of my own where I could return to conducting science education research. • Desire to work in a Chemistry department and conduct research in chemical education. • Ability to do Physics education–related research.
Specific nature of the faculty position	Geographic location of institution
	• I wanted to move my family back to California to be close to grandparents. • I was looking for a job in this geographical area because of personal reasons. • Location in California is close to my field area (basic scientific research).	36
	Characteristics of student population
	• I was attracted strongly to working at an institution that serves a large population of ethnic minorities and first-time college students because of my personal background. • I wanted to work at a CSU because I am committed to public education and access.
	Reputation of the institution
	• The opportunity to teach and engage in research and scholarly activities at my alma mater. • I already felt a sense of community and ability to relate to the student body. • I wanted to be affiliated with an excellent institution and department with programs that I respected.
Flexibility in balancing teaching and research	• I wanted a university position that was an even balance of teaching and research. The available position at this university offered that compromise. • The position melded all my areas of expertise, genetics, teaching, science education, etc. • I was interested in doing science teaching and research where both would be valued.	36
Desire to teach at the undergraduate level	• After teaching at the high school level for several years, I wanted to teach at the university level. • The reason I took my position in the first place was that I wanted to teach undergraduate science. • I love science and wanted to transmit my passion for it through teaching. • I wanted to change the way students think about the world around them, teaching, and learning.	23
Collegial environment, sometimes including presence of other SFES	• Attracted to the collegial nature of faculty in my department and college. • Having another SFES faculty member in the department (and others across the college) was another important consideration. • [The institution] offered a strong, collegial department with a commitment to teaching, basic research, and K–12 teacher prep that allows me to pursue all my interests quite freely. • It was rare to find a place that said that the science education specialist (SFES) would be treated just like a non-SFES in terms of research, teaching, and service.	18
Need for a job or more job security	• I really needed a job! …I viewed it as an opportunity to obtain tenure, without having to uproot my family. • I was employed here as a lecturer and wanted a more stable position… and the security a tenure track position carried with it that I didn't have as a Lecturer.	11