Building Successful STEM Partnerships in Education
Strategies for Enhancing Collaboration
Bibliographic Data
| ID | 22046431 |
|---|---|
| Authors | Andrea C Burrows (0000-0001-5925-3596, University of Central Florida, corresponding author), Trina Johnson Kilty (0000-0002-8713-8234, University of Wyoming), Mike Borowczak (0000-0001-9409-8245, University of Central Florida) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 893 |
| Publication date | 2025-07-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070893 |
| OpenAlex | W4412476331 |
| Language | EN |
| References cited | 38 |
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies
Business · Knowledge management · Mathematics education · Computer Science · Educational Assessment and Improvement · Genetics, Bioinformatics, and Biomedical Research · Psychology · Teacher Education and Leadership Studies
Handbook of Research on STEM Education
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning
Integrated STEM and Partnerships
Creating School–University Partnerships in Urban Schools to Address Teacher Shortages
Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning
Integrated Outreach
Integrated STEM for Teacher Professional Learning and Development
The Effects of Integrated STEM Education on K12 Students’ Achievements
The role of social capital in sustaining partnership
Research–Practice Partnerships in Education
The social dynamics of changing practice
Sharing Place, Learning Together
| Highly cited | No |
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