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Risien J, Hoke K, Storksdieck M, Davis C, Klein E. A dynamic framework for making sense of partnerships between universities and informal education providers. Eval Program Plann 2023; 100:102328. [PMID: 37311304 DOI: 10.1016/j.evalprogplan.2023.102328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 05/05/2023] [Accepted: 06/07/2023] [Indexed: 06/15/2023]
Abstract
We present a conceptual framework rooted in the practices and experiences of nine collaborative partnerships between universities and informal science education organizations. Our analysis and resulting framework aim to support those brokering, designing, and evaluating partnerships in making sense of the dynamism of interorganizational efforts to collaborate in achieving broader impacts of research. We highlight the critical role of brokers in modulating attentions between interorganizational, intraorganizational, and networked dimensions of their collaborations to maintain partnership health and continue progress toward shared goals.
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Affiliation(s)
- Julie Risien
- Oregon State University, 312 Kerr Administration Building, Corvallis, OR 97331, United States.
| | - Kelly Hoke
- Oregon State University's STEM Research Center, 254 Gilbert Hall, Corvallis, OR 97331, United States
| | - Martin Storksdieck
- Oregon State University's STEM Research Center, 254 Gilbert Hall, Corvallis, OR 97331, United States
| | - Cathlyn Davis
- University of Maryland Center for Environmental Science, 301 Braddock Road, Frostburg, MD 21532, United States
| | - Eve Klein
- Institute for Learning Innovation, 9450 SW Gemini Dr #79315, Beaverton, OR 97008, United States
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Zhao M, Mathews CJ, Mulvey KL, Hartstone-Rose A, McGuire L, Hoffman AJ, Winterbottom M, Joy A, Law F, Balkwill F, Burns KP, Butler L, Drews M, Fields G, Smith H, Rutland A. Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging. J Youth Adolesc 2023; 52:331-343. [PMID: 36344878 PMCID: PMC9842558 DOI: 10.1007/s10964-022-01694-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 10/17/2022] [Indexed: 11/09/2022]
Abstract
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age = 15.27, SD age = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.
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Affiliation(s)
- Mengya Zhao
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Channing J. Mathews
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Kelly Lynn Mulvey
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Adam Hartstone-Rose
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Luke McGuire
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Adam J. Hoffman
- grid.5386.8000000041936877XCornell University, Ithaca, NY USA
| | | | - Angelina Joy
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Fidelia Law
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Frances Balkwill
- grid.4868.20000 0001 2171 1133Centre of the Cell, Queen Mary University of London, London, UK
| | - Karen P. Burns
- grid.448542.bVirginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | - Marc Drews
- grid.486876.3EdVenture, Columbia, SC, USA
| | - Grace Fields
- grid.481203.c0000 0004 0428 1057Riverbanks Zoo & Garden, Columbia, SC USA
| | - Hannah Smith
- grid.421462.7The Florence Nightingale Museum, London, UK
| | - Adam Rutland
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
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