Responding to the Call: Establishing Intentional and Mutually Beneficial STEM Partnerships
Location
Session 1 Presentations - STEM Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
Title I schools continue to underperform compared to other schools with students from a higher socioeconomic status, as such, the need for learners in Title I schools to receive quality STEM instruction is critical to the STEM pipeline. Although America has increased its federal spending on STEM initiatives, teacher professional development, and school resources, the STEM achievement gap of underrepresented populations persists and the demand for a diverse STEM educator workforce remains. The purpose of this study was to examine needs assessment data of local K-12 S.T.E.A.M. schools and community stakeholders in an intentional effort to operationalize the fundamental principles of clinical practice. In addition, the results from the needs assessment will inform a Southeastern Historically Black College and University’s (HBCU) development of mutually beneficial and sustainable K-12 STEM partnerships that will rebuild and reimagine STEM educator preparation and K-12 STEM education for all students.
Keywords
clinical partnerships, collaboration, STEM, HBCU
Professional Bio
Dr. Valeisha Ellis, is an assistant professor at Spelman College. Prior to becoming a professor, she was a K-5 Special Educator and District Reading Specialist. She has experience in curriculum and instruction, reading, special education and STEM teacher education. Dr. Ellis’ research interests include Social and Emotional Learning, Mindfulness Pedagogy, integrating science and reading instruction, Minority Teacher Preparation, effective models of establishing and maintaining P-12 school and community partnerships, effective pre-service field and clinical models for teacher education, and multidisciplinary education research.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ellis, Valeisha, "Responding to the Call: Establishing Intentional and Mutually Beneficial STEM Partnerships" (2021). Georgia Educational Research Association Conference. 14.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/14
Responding to the Call: Establishing Intentional and Mutually Beneficial STEM Partnerships
Session 1 Presentations - STEM Education
Title I schools continue to underperform compared to other schools with students from a higher socioeconomic status, as such, the need for learners in Title I schools to receive quality STEM instruction is critical to the STEM pipeline. Although America has increased its federal spending on STEM initiatives, teacher professional development, and school resources, the STEM achievement gap of underrepresented populations persists and the demand for a diverse STEM educator workforce remains. The purpose of this study was to examine needs assessment data of local K-12 S.T.E.A.M. schools and community stakeholders in an intentional effort to operationalize the fundamental principles of clinical practice. In addition, the results from the needs assessment will inform a Southeastern Historically Black College and University’s (HBCU) development of mutually beneficial and sustainable K-12 STEM partnerships that will rebuild and reimagine STEM educator preparation and K-12 STEM education for all students.
