Partnerships to Transform STEM Learning

Kristin M. Lewis-Warner, M.Ed.

Patricia J. Allen, Ph.D.
Gil G. Noam, Ed.D., Dr. Habil.
The PEAR Institute: Partnerships in Education and Resilience
McLean Hospital
Harvard Medical School
April 2019
A Case Study of Tulsa, Oklahoma’s Ecosystem
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The problem or challenge:
The problem addressed in the case study is the need to enhance STEM learning
opportunities for children and youth in the Tulsa, Oklahoma community. This
includes improving access to quality STEM education, fostering partnerships between
various sectors, and transforming STEM learning models better to serve all students,
especially those who haven't had enough help in the past.
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The solution or approach:
The case study suggests that strategic partnerships should be built and improved
through STEM learning ecosystems as a solution or method. Communities can make
good ways for kids and teens to learn about STEM subjects and be inspired to work in
STEM fields by creating, growing, and maintaining these ecosystems over time.
Finding the main things that make ecosystems strong or weak, coming up with ideas
for future research, and using a partnership typology to figure out how partnerships
form to offer STEM learning chances are all parts of this approach. The study also
suggests that to improve the STEM ecosystem in Tulsa, community partners should
be used more, funds should be spread out, program quality should be raised, and
STEM performance should be raised.
The TRSA works with other groups (inside and outside of the United States) and
offers STEM teachers training and professional development chances., and plans and
teaches STEM classes to kids and teens. They regularly meet with the district's STEM
coordinators, teachers, and principals from different schools to talk about problems
and strengths, find gaps, make plans, and give support.
The SLE CoP model promotes local collaborations between school districts,
businesses, cultural institutions, research organizations, youth-serving organizations,
and funders to provide quality STEM teaching and learning experiences to benefit all
young people, their families>
There are four goals they focus on:
(1-calculate (le., to use common performance metrics to measure the efficacy of
TRSA programs and events
2- communicate (i.e., to increase awareness and access to STEM resources and
activities through centralized information sharing
3-collaborate (i.e., to use shared resources to broaden impact),
4-cultivate (i.e., to grow the ecosystem with STEM education events and activities
and to secure resources necessary to sustain the ecosystem's activities).
SLE CoP Strategies (STEM Learning Ecosystems, 2018)
1-Cultivating:cross-sector partnershipsAssess gaps, identify partners, and determine
collective goals based on each community's
2-Creating STEM-rich learning
Environments: Ensure STEM learning opportunities are high-quality, universally
accessible, youth-centered, and connected so learners can deepen their skills .
3-Equippingeducators:Build educators' capacity through high-quality relevant
professional.

These strategies were implemented by Engaging a wide range of stakeholders from

key sectors and linking science, technology and engineering learning in and out of
school and connecting teachers with STEM staff in the public and private sector with
clear and informed steps
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The outcomes and results of the case study on the Tulsa Regional STEM Alliance
(TRSA) and its participation in the STEM Learning Ecosystem Community of
Practice (SLE CoP) include:
1-Youth who take part in TRSA-funded programs show positive changes, such as
more growth in STEM-related views and 21st-century skills.
2-Tulsa youth got better grades for their ability to think critically, stick with
something even when it gets hard, get along with others, be interested in and know a
lot about STEM subjects, and feel like they have an identity.
3-More than 80% of young people say their relationships with adults, friends, and
STEM activities have improved.
4-Major increases in the quality of programs to make sure that young people are
involved in good programs using The PEAR Institute's Dimensions of Success
framework.
These results show that the STEM ecosystem in Tulsa is working to improve STEM
learning opportunities and effects for children and youth in the area.
Finally,The focus of the study appears to be on the positive outcomes and
achievements of the STEM ecosystem in Tulsa in enhancing STEM learning
experiences for children and youth,However there is some unforeseen consequences
for example:
(1-There were indications from the data that partnerships outside of the OST sector,
which is most closely aligned with the TRSA, were less well-developed.
2-There was some disagreement by members of the K-12
2-business sectors for exit survey items pertaining to efficiency, goal-setting, and
decision-making, suggesting that these partnerships are in earlier stages of
development (or oscillating between opportunistic and collaborative partnership
types, depending on the school district or business).
Suggests for improvement:
*Professional development was urgently needed to facilitate activities and link them
more to real life to practice skills for Steam professionals in the real world.
*Diversify the use of community partners, diversify funding and resources and
improve the quality of activities
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