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Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings

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Title: Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings
Authors: Kilty, Trina J. (ORCID 0000-0002-8713-8234), Burrows, Andrea C. (ORCID 0000-0001-5925-3596)
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1821566
1655726
1339853
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, STEM Education, Partnerships in Education, Interdisciplinary Approach, Research Projects, Informal Education, Teamwork, Authentic Learning
ISSN: 2227-7102
Abstract: The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide space for integrating STEM disciplines? (b) How does an authentic research project impact partnerships among team members? Nine undergraduate college students were accepted into the 2020 cohort, forming three teams of three undergraduates each. Teams were roughly composed of one engineering major, one science major, and one education major. Methods of data collection included interviews and field notes. Data were analyzed by assessing the level of partnership achieved based on an already established model. Results indicate that all teams progressed through pre-partnership to at least the partnership (little p) level. Two partnership dimensions achieved the highest (big P) level: one of perception of benefit and one of products and activities. The results have implications that integration of STEM disciplines and forming partnerships could be related, and that building teamwork skills results in products of higher quality. The results are linked to previous research and recommendations for more effective partnerships are provided.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1324902
Database: ERIC
FullText Text:
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  Data: Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings
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  Data: <searchLink fieldCode="AR" term="%22Kilty%2C+Trina+J%2E%22">Kilty, Trina J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8713-8234">0000-0002-8713-8234</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5925-3596">0000-0001-5925-3596</externalLink>)
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Projects%22">Research Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink>
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  Data: The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide space for integrating STEM disciplines? (b) How does an authentic research project impact partnerships among team members? Nine undergraduate college students were accepted into the 2020 cohort, forming three teams of three undergraduates each. Teams were roughly composed of one engineering major, one science major, and one education major. Methods of data collection included interviews and field notes. Data were analyzed by assessing the level of partnership achieved based on an already established model. Results indicate that all teams progressed through pre-partnership to at least the partnership (little p) level. Two partnership dimensions achieved the highest (big P) level: one of perception of benefit and one of products and activities. The results have implications that integration of STEM disciplines and forming partnerships could be related, and that building teamwork skills results in products of higher quality. The results are linked to previous research and recommendations for more effective partnerships are provided.
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        PageCount: 19
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Research Projects
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      – SubjectFull: Informal Education
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      – SubjectFull: Teamwork
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      – SubjectFull: Authentic Learning
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      – TitleFull: Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings
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