Abstract
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era.
Highlights
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, students, and parents, including the closing of educational agencies and the abrupt transition to online teaching and learning
This study explores a partnership between middle and high school teachers in an urban school district and undergraduates in STEM fields who sought to reimagine online learning to include opportunities for collaboration, cultural relevance, and critical thinking for secondary students during COVID-19
This qualitative research study explores the question: How do middle and high school teachers leverage virtual collaborations with STEM undergraduate mentors and use digital technologies to promote equitable learning experiences for students during a global pandemic? Because this study was part of a larger exploratory grant investigating the roles in which secondary teachers and STEM undergraduate mentors assumed when teaching the engineering design process (EDP), we will describe our context, partnership, and adaptations for COVID-19
Summary
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, students, and parents, including the closing of educational agencies and the abrupt transition to online teaching and learning. One way that STEM teachers can promote authentic connections to learning for students of color is by positioning Black and Brown professionals as mentors in the classroom [12]. This study explores a partnership between middle and high school teachers in an urban school district and undergraduates in STEM fields who sought to reimagine online learning to include opportunities for collaboration, cultural relevance, and critical thinking for secondary students during COVID-19. We examined the following research question: How do middle and high school teachers leverage virtual collaborations with STEM undergraduate mentors and use digital technologies to promote equitable learning experiences for students during a global pandemic?
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