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K-12 STEM Learning Ecosystems: The Role and Position of University-Based Outreach Units as Knowledge Brokers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	K-12 STEM Learning Ecosystems: The Role and Position of University-Based Outreach Units as Knowledge Brokers./
Author:	Compeau, Scott.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	233 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28929279
ISBN:	9798762121767

K-12 STEM Learning Ecosystems: The Role and Position of University-Based Outreach Units as Knowledge Brokers.
Compeau, Scott.

K-12 STEM Learning Ecosystems: The Role and Position of University-Based Outreach Units as Knowledge Brokers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 233 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--Queen's University (Canada), 2021.

This item must not be sold to any third party vendors.

To address the projected Science Technology Engineering and Mathematics (STEM) workforce needs and future demands in Canada, one strategy involves the promotion of K-12 STEM learning ecosystems. K-12 STEM learning ecosystems consist of formal learning experiences provided to students by educators within schools, as well as informal learning experiences that are directly or indirectly supported by stakeholders. The purpose of this research is to explore the conceptual position and role of Canadian university-based STEM Outreach Units (SOUs) as knowledge brokers within K-12 STEM learning ecosystems.This dissertation used an explanatory three-phase naturalistic case study approach involving both quantitative and qualitative data collection and analysis to examine each research question. Phase 1 served as a starting point for generating an environmental scan of university-based STEM outreach units across Canada by utilizing an online search strategy to conduct an environmental scan, followed by a website analysis using quantitative descriptive statistics. Phase 2 consisted of an online survey designed with both closed and open-ended questions to explore SOUs organizational features, the conceptualization of K-12 STEM learning ecosystems, and SOUs' role as knowledge brokers. In Phase 3, semi-structured qualitative interviews were conducted with managers of SOUs to generate individual case studies that are used to further explore SOUs views on K-12 STEM learning ecosystems and the concept of SOUs as knowledge brokers.The first finding from this research suggests that there is a commonality in SOUs' mission statements and target audiences, with a common interest in expanding their efforts towards increasing the number of underrepresented and underserviced youth who are participating in STEM outreach programs such as Black, Indigenous, racialized youth, those from low socio-economic communities, and girls. However, there is a large variability of other organizational features. Looking at the K-12 STEM learning ecosystem, the second finding indicates that SOUs have established mutually beneficial reciprocal partnerships with their host institution, K-12 schools, students, and community groups, and mixed with others. This particular result suggests that SOUs role within K-12 STEM learning ecosystems could be optimized with increased priority towards establishing collaboration, especially with key stakeholders that have the control/power to both enhance and limit youth's STEM learning experiences. The third finding indicates that university-based SOUs are well-positioned within the K-12 STEM learning ecosystem as knowledge brokers to facilitate, share and communicate STEM knowledge using brokering functions to a variety of target audiences. In fact, many are already delivering initiatives that can be categorized as one of the following high-priority brokering functions: engagement, awareness, and accessibility. There was also an identified common link between SOUs using the brokering functions to purposefully increase the number of underrepresented and underserviced youth in STEM. The findings of this study affirm that university-based STEM outreach units have a role to play in educating the current K-12 student population, as they comprise the future workforce. This dissertation concludes that university-based SOUs can play the role of STEM knowledge brokers, spanning the boundaries between stakeholders and other participating groups, within a K-12 STEM learning ecosystem. The outcomes and impact of SOUs as knowledge brokers within a collaborative multi-partner K-12 STEM learning ecosystems could yield an increase in the number of young adults with STEM knowledge and skills, that in pursuing post-secondary STEM education and a STEM career, may potentially close the projected Canadian workforce gap.

ISBN: 9798762121767Subjects--Topical Terms:

521340
Science education.

K-12 STEM Learning Ecosystems: The Role and Position of University-Based Outreach Units as Knowledge Brokers.
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