The CADRE Team
As STEM education funding and academic research opportunities continue to shift, early career researchers are increasingly finding fulfilling careers outside traditional academic settings. Survey responses from former CADRE Fellows working outside of academia highlight the many ways they are applying their research training to improve education and lead in diverse professional landscapes.
Applying Research Skills Across Sectors
Whether working in unions, school districts, nonprofits, or edtech firms, Fellows describe daily use of their education research training.
In the tech sector, two Fellows are applying qualitative and quantitative methods and drawing on their experience to evaluate industry-aligned products and ensure that tech solutions reflect classroom realities. Another former Fellow is applying rapid-cycle learning strategies to meet business needs. Researchers at nonprofit organizations are applying an array of methods and practices learned in academia for research, evaluation, and programming, for example, using field scanning and developing research–practice partnerships. A former CADRE Fellow at a teacher’s union uses both qualitative and quantitative methods to shape policies that support student engagement in STEM course pathways. Fellows in leadership roles, such as a district math coach or a K–12 superintendent, are drawing heavily on their research foundation to support evidence-based decision-making and improve instruction at scale.
Advancing STEM Education Practice
Even outside of research roles, Fellows are making tangible contributions to K–12 STEM education:
- A district-level math coach works toward inclusive, rigorous, and engaging instruction in a large Title I district, collaborating with coaches across content and student support areas.
- At a teachers’ union, a former Fellow is helping to reimagine STEM course relevance following policy shifts away from high-stakes standardized tests.
- A Fellow at a large nonprofit is focused on ensuring every student is taught mathematics by a well-prepared teacher, improving outcomes through better teacher training.
- A superintendent emphasizes aligning instruction with 21st-century science and math standards, ensuring all students have access to future-ready opportunities.
Even where Fellows are not leading STEM-specific projects, their work often supports systems that affect STEM learning
Carrying Forward CADRE and DRK–12 Lessons
Fellows credit their CADRE Fellowship and DRK–12 experiences with building confidence in strategic communication, grant writing, project management, data collection and analysis, and networking skills that they continue to use. Several Fellows also referenced the importance of adapting academic habits—cycles of inquiry—to faster-paced, impact-driven work environments and attending to stakeholder views when working in new roles and settings. One Fellow suggests, “Figure out how to translate your education into true business need. … You need to have impact.”
Advice from Fellows for Those Considering a Pivot
- Say yes to new opportunities. It’s okay to take the side roads. A nonlinear path can still lead to impactful work.
- Learn to frame your transferable skills for other industries.
- Use your network. Many Fellows attribute their career pivot to strategic networking.
- Understand if you want to answer your own research and education questions or support others’ in their inquiry. This can guide your search for a good job fit.
The experience of these former Fellows shows that careers outside academia can be not only viable but vibrant. As one Fellow said, “The skills that research instills in you stay and are applicable to many areas. … They help you approach things with both a wider perspective and specific focus.”
Additional resource: Translating Your STEM Education Research Experience for the Job Market