Self-Direction in Physics Graduate Education: Insights for STEM from David J. Rowe’s Career-Long Methods

The ability to self-direct a research program determines graduate degree completion. Yet, on incompletion of science, technology, engineering, and mathematics (STEM) programs assumes students’ present level self-direction adequate neglects recognize lack self-directed learning (SDL) as key. This essay explores SDL for STEM, presenting the work theoretical nuclear physicist David J. Rowe key example applying process in practice. focused this challenge physics education by promoting through type flow that has been found bring greatest satisfaction researchers regarding their insights. Strategies he explored involved his space, time, open mindedness contributions with students collaboration colleagues. A learner himself, developed methods mentoring encouraging symmetry valuable identifying solutions problems quickly—helping take lead finding insightful resolutions complex, multidimensional, mathematical uncertainties. These strategies supporting context are examined here, use narrative interpret texts conversations exchanged author. is presented recommendations how Rowe’s may be modeled improve STEM more widely.