Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

Autor/inn/en	Herrenkohl, Leslie Rupert; Lee, Jiyoung; Kong, Fan; Nakamura, Susie; Imani, Kimia; Nasu, Kari; Hartman, Ansel; Pennant, Benjamin; Tran, Elisa; Wang, Everet; Eslami, Noushyar Panahpour; Whittlesey, Daniel; Whittlesey, David; Huynh, Tri Minh; Jung, Allen; Batalon, Chris; Bell, Adam; Headrick Taylor, Katie
Titel	Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education
Quelle	In: Cognition and Instruction, 37 (2019) 3, S.327-348 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herrenkohl, Leslie Rupert) ORCID (Lee, Jiyoung) ORCID (Kong, Fan) ORCID (Nakamura, Susie) ORCID (Hartman, Ansel) ORCID (Wang, Everet) ORCID (Eslami, Noushyar Panahpour) ORCID (Huynh, Tri Minh) ORCID (Bell, Adam) ORCID (Headrick Taylor, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2019.1624549
Schlagwörter	STEM Education; Undergraduate Students; Minority Group Students; Mentors; Communities of Practice; Sciences; Humanities; After School Programs; Youth; Low Income Students; Immigrants; Refugees; Disproportionate Representation; College School Cooperation; Middle School Students; High School Students; Higher Education; Community Organizations; Foreign Countries; School Community Relationship; Partnerships in Education; Washington (Seattle); Somalia; Ethiopia; Eritrea; Vietnam; Cambodia; South America + Suchen Sie Ihr Suchwort? STEM; Community; Science; Wissenschaft; Geisteswissenschaften; Humanwissenschaften; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Jugend; Jugendlicher; Jugendalter; Immigrant; Immigrantin; Immigranten; Flüchtling; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Hochschulpartnerschaft; Äthiopien; Kambodscha; Südamerika
Abstract	Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical framework, a "learning humanities," that begins with relationships. From this relational starting point, we locate STEM knowers as actors in relationships who become "answerable" for their STEM knowledge and take "wise actions" from this place. We then use this framework to analyze learning for STEM undergraduates involved in the STUDIO: Build Our World program, an afterschool mentoring program for low-income, immigrant, and refugee youth of color. Drawing on narrative and ethnographic analyses of data from 12 focal mentors, we found that mentors developed 3 focal practices identified by Edwards, "relational expertise," "common knowledge," and "relational agency" through their efforts to create the best possible program for youth. This built mentors' sense of answerability and a capacity for wise action within and outside of STUDIO. We argue that this theoretical stance provides new ways to conceptualize the nature, purpose, and outcomes of STEM learning for historically non-dominant STEM undergraduates' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01