Stimulating K-12 Student Interest through Industry, Engineering College and K-12 School Partnerships

Pawloski, Janice S.; Standridge, Charles R.; Plotkowski, Paul D.

doi:10.18260/1-2--18759

Cited by 4 publications

(4 citation statements)

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“…This is further evidenced by the fact that in several instances people identified themselves as having an overseer or critical role in funneling communication in schools, but in follow‐ups, other individuals were identified as key facilitators of communication or these overseers recanted on their description of role. In other school–university–industry partnerships, the university has been conceptualized as a bridge between schools and industry (Craig & Jensen, 2010; Pawloski et al, 2011). However, the findings from our study suggest that coordinators must emerge across organizations and this critical role must not just fall to the project instigators such as university researchers.…”

Section: Discussionmentioning

confidence: 99%

“…When translating advanced material to schools, there can be concerns about the appropriateness of the material and level of complexity (Laursen et al, 2007). Universities may serve as bridges between industry and K‐12 schools in collaboration, keeping the flow of mutual understanding among parties (Pawloski et al, 2011). Nonteacher classroom volunteers may receive training in pedagogy to lessen tension with teacher concerns (Rogers & Cejka, 2006).…”

Section: A Framework Of Collaborationmentioning

confidence: 99%

“…Despite a promising outlook, there is still a gap in our understanding about how to establish these partnerships for mutual success. The empirical work on interorganizational collaborations (i.e., collaboration across organizations) in the K‐12 STEM context is primarily descriptive or emphasizes teaching and learning outcomes (e.g., Buxner et al, 2014; Hamos et al, 2009; Pawloski et al, 2011; Rogers & Cejka, 2006), or focuses on specific dimensions of collaboration such as mutual benefits (e.g., Radinsky et al, 2001). These works fall short of building new interpretations about the underlying relationships and connections that the literature on collaboration would suggest might be important to explore for the ultimate success of those collaborations.…”

Section: Introductionmentioning

confidence: 99%

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A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Gillen

Grohs

Matusovich

et al. 2021

J of Engineering Edu

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Background Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public–private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/Method This qualitative, embedded multiple case study considered in‐depth pre‐ and post‐year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school–university–industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions Taking a macro‐level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school–university–industry partnerships for engineering education and contribute to the development of collaboration theory.

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Section: Discussionmentioning

confidence: 99%

Section: A Framework Of Collaborationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Gillen

Grohs

Matusovich

et al. 2021

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…Greater coordination among government, industry, and educational institutions is especially crucial to strengthening STW pathways characterized by rapidly advancing technology, evolving regulations, and shifting workforce demands (National Science Board, 2019b). Involving industry professionals in the creation and operation of STEM programs in P-12 settings can increase student participation in STEM out of school time programming, further increasing exposure to STEM opportunities (Pawloski et al, 2011).…”

Section: Multi-institutional Partnershipsmentioning

confidence: 99%

Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges

Mathieson

Cotrupi

Schilling

et al. 2023

School Sci & Mathematics

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Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success.

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Preparing STEM Teachers for Integration of NGSS: A Summer Workshop Development

Altuger-Genc

Issapour

2015

EduLearn

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The increasing emphasis on Science, Technology, Engineering and Mathematics (STEM) education in United States and across the world created the demand for STEM education to start as early as elementary school. Especially in the past decade, the demand for middle schools and high schools to increase the involvement of the STEM components in their curriculum has been on the rise. The Next Generation Science Standards (NGSS)are testimonial to this demand and need. With the fast-pace the NGSS are being adopted by different states, the expectations from science, engineering, and technology teachers to develop and design their courses to reflect the new standards and meet the updated goals increased. To support teachers with the necessary resources and training, a Summer STEM training program and a set of STEM training modules have been developed by a 4year accredited State College. This paper provides an overview of the STEM initiatives and a step-by-step approach of the design and development of the STEM modules to train K-12 teachers.

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Stimulating K-12 Student Interest through Industry, Engineering College and K-12 School Partnerships

Cited by 4 publications

References 0 publications

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges

Preparing STEM Teachers for Integration of NGSS: A Summer Workshop Development

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