Navigating learning ecosystems: Exploring students’ use of agency in marine and environmental sciences

Q1 Social Sciences Journal of Geoscience Education Pub Date : 2022-12-06 DOI:10.1080/10899995.2022.2145170
Keshia Durham, Jane Robertson Evia, K. Peterman, K. Grimes, Mónica Medina, M. Brandt
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引用次数: 1

Abstract

Abstract This case study shares feedback from program alumni who are from underrepresented groups in STEM and who participated in either an undergraduate internship program or a Bridge to Ph.D. program designed to broaden participation in the marine and environmental sciences. The internship program was hosted by a Historically Black College and University (HBCU), in partnership with local collaborators who hosted students. The Bridge to Ph.D. program was co-designed by faculty leaders from the HBCU and faculty partners at a primarily White institution (PWI) who hosted the program on their campus. Interviews were conducted one to four years after participation in one of the programs to learn whether students were still involved in the geosciences and to document the ways they used agency to navigate the marine sciences learning ecosystem. Almost all students were still engaged in the marine and environmental sciences, and all were still engaged in STEM fields. The agency included in their stories reiterates themes from the literature and demonstrates a range of successful pathways that can be encouraged and supported by those striving for inclusion in the geosciences. Results are described in relation to the importance of changing the shared social practices utilized within the geosciences to support inclusion, particularly regarding how success is defined.
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导航学习生态系统:探索学生在海洋和环境科学中使用代理
本案例研究分享了来自STEM中代表性不足群体的项目校友的反馈,他们参加了本科实习项目或旨在扩大海洋和环境科学参与的博士衔接项目。该实习项目由一所历史悠久的黑人学院和大学(HBCU)主办,并与接待学生的当地合作者合作。“通往博士的桥梁”项目是由HBCU的教师领导和一所以白人为主的大学(PWI)的教师合作伙伴共同设计的,该大学在他们的校园里主持了这个项目。在参加其中一个项目一到四年后进行访谈,以了解学生是否仍然参与地球科学,并记录他们利用代理来导航海洋科学学习生态系统的方式。几乎所有的学生仍然从事海洋和环境科学,所有的学生仍然从事STEM领域。他们的故事中包含的机构重申了文献中的主题,并展示了一系列成功的途径,这些途径可以被那些努力融入地球科学的人所鼓励和支持。结果描述了改变地球科学中使用的共享社会实践以支持包容性的重要性,特别是关于如何定义成功。
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来源期刊
Journal of Geoscience Education
Journal of Geoscience Education Social Sciences-Education
CiteScore
3.20
自引率
0.00%
发文量
32
期刊介绍: The Journal of Geoscience Education (JGE) is a peer-reviewed publication for geoscience education research, and serves as an international forum for research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences and related domains. JGE is a publication of the National Association of Geoscience Teachers, a non-profit, member-driven organization that supports a diverse, inclusive, and thriving community of educators and education researchers to improve teaching and learning about the Earth.
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