The Development of a Framework for Boundary-Spanning in STEM Community Engagement: Empathy as a Key to Mutual Benefits
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Abstract
This study focuses on four areas to support mutual benefits within community-engaged science, technology, engineering and mathematics (STEM) education: a qualitative research framework in boundary spanning, barriers and initiatives synthesized from the data, important factors of effective engagement in boundary spanning, and pilot testing on specific community engagement program in an Ohio State engineering course. Community engagement in this study refers to relationship between university and external educational entities to mutually improve social, civic and ethical problems around educational outcomes. The findings provide transferable research and knowledge about boundary spanning, which involves individuals who are fundamental for providing pathways for collaboration between the academy and society, as a method of strengthening pathways for broadening participation in STEM through community engagement.
Description
This proposal focuses on four parts to reflect on implementing future science, technology, engineering, and mathematics (STEM) education: a research framework in boundary spanning in STEM community engagement, barriers and initiatives synthesized from the data, and pilot testing within a community engagement service learning course at Ohio State. Community engagement in this study refers to relationship between university and external educational entities to mutually improve social, civic and ethical problems around educational outcomes. In the process of community engagement, boundary spanners are essential. They are individuals who act as knowledge and power brokers to help establish reciprocal relationships between a university and community, who are fundamental for providing pathways for collaboration between the academy and society. The first part is the qualitative framework on boundary spanning. It provides guidelines for the implementation of a boundary spanner. The second part contextually aligns barriers and engagement initiatives around such an intervention. These outcomes can guide researchers strategically use the boundary spanner within case studies to minimize barriers, increase outcomes, and more clearly understand how a boundary spanner intervention can systematically impact university/community engagement. The third part shows one emergence theme from the data that empathy is utilized as an example for illustrating contextual findings within the engagement system. Empathy turns out to be a factor that provides for success within engagement activities, and as a method which provides for continual and long-term engagement participation and outcomes. Therefore, the final part is to illustrate a pilot testing specifically on a community engagement course designed by boundary spanners as an engagement activity with emphasize on professional skills including empathy to evaluate boundary spanning implementation in academic courses. This proposal aims to be presented to stakeholders during boundary spanning implication in STEM fields. The intended audience includes but is not limited to university and institutions, nonprofit organizations, government, representatives, students, educators and K-12 schools. The presenter has a research focus and expertise in boundary spanning and community engagement. He attempts to optimize community-university relations for broadening participation in the STEM fields and help guide the evolution of the methods used to develop engineers.
AUTHOR AFFILIATION: David Delaine, Assistant Professor, Department of Engineering Education, Delaine.4@osu.edu (Corresponding Author).