TY - JOUR
T1 - Navigating learning ecosystems
T2 - Exploring students’ use of agency in marine and environmental sciences
AU - Martin, Keshia
AU - Robertson Evia, Jane
AU - Peterman, Karen
AU - Grimes, Kristin
AU - Medina, Mónica
AU - Brandt, Marilyn
N1 - Funding Information:
This study includes past participants from two marine sciences programs based out of the Department of Biological Sciences at UVI. Both were funded initially through an NSF INCLUDES Design and Development Launch Pilot Project called SEAS Your Tomorrow (Award 1649300) and now have continued support through the NSF INCLUDES SEAS Islands Alliance (Award 1930991). For the purposes of this study, these two programs were considered opportunities in students’ marine sciences learning ecosystem.
Funding Information:
This work was supported by grant #96258918 from the U.S. Environmental Protection Agency and funding from the Community Foundation of the U.S. Virgin Islands.
Publisher Copyright:
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
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U2 - 10.1080/10899995.2022.2145170
DO - 10.1080/10899995.2022.2145170
M3 - Article
AN - SCOPUS:85144069610
SN - 1089-9995
VL - 71
SP - 415
EP - 427
JO - Journal of Geoscience Education
JF - Journal of Geoscience Education
IS - 3
ER -