Navigating Learning Ecosystems: Exploring Students' Use of Agency in Marine and Environmental Sciences

Autor/inn/en	Martin, Keshia; Robertson Evia, Jane; Peterman, Karen; Grimes, Kristin; Medina, Mónica; Brandt, Marilyn
Titel	Navigating Learning Ecosystems: Exploring Students' Use of Agency in Marine and Environmental Sciences
Quelle	In: Journal of Geoscience Education, 71 (2023) 3, S.415-427 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Keshia) ORCID (Peterman, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2022.2145170
Schlagwörter	Marine Biology; Marine Education; Environmental Education; Black Colleges; Predominantly White Institutions; Partnerships in Education; Personal Autonomy; Internship Programs; Student Attitudes; Graduate Students; Undergraduate Students; Student Participation; STEM Careers; Virgin Islands; Pennsylvania + Suchen Sie Ihr Suchwort? Meeresbiologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulpartnerschaft; Individuelle Autonomie; Berufspraktische Ausbildung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Jungferninseln
Abstract	This case study shares feedback from program alumni who are from underrepresented groups in STEM and who participated in either an undergraduate internship program or a Bridge to Ph.D. program designed to broaden participation in the marine and environmental sciences. The internship program was hosted by a Historically Black College and University (HBCU), in partnership with local collaborators who hosted students. The Bridge to Ph.D. program was co-designed by faculty leaders from the HBCU and faculty partners at a primarily White institution (PWI) who hosted the program on their campus. Interviews were conducted one to four years after participation in one of the programs to learn whether students were still involved in the geosciences and to document the ways they used agency to navigate the marine sciences learning ecosystem. Almost all students were still engaged in the marine and environmental sciences, and all were still engaged in STEM fields. The agency included in their stories reiterates themes from the literature and demonstrates a range of successful pathways that can be encouraged and supported by those striving for inclusion in the geosciences. Results are described in relation to the importance of changing the shared social practices utilized within the geosciences to support inclusion, particularly regarding how success is defined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01