Dimensions of Culturally-Intensive STEM Education

2022 ◽  
pp. 150-169
Author(s):  
Jonathan Baker ◽  
Kahoaliʻi Keahi ◽  
Jolene Tarnay Cogbill ◽  
Chrystie Naeole ◽  
Gail Grabowsky ◽  
...  
Keyword(s):  
Community Engagement ◽  
Stem Education ◽  
Sense Of Belonging ◽  
Academic Support ◽  
Student Experiences ◽  
Professional Identities ◽  
Indigenous Epistemologies ◽  
Cultural Frameworks ◽  
The Pacific ◽  
Inclusive Excellence

Disenfranchisement of indigenous Pacific voices from STEM limits self-determination and the development of Pacific-led solutions to regional challenges. To counteract this trend, Chaminade University's Inclusive Excellence program delivers culturally-sustaining STEM education focused on sense of belonging and family/community engagement. It seeks to authentically enculturate curriculum, pedagogy, and practice to privilege and separate Western and indigenous epistemologies and to provide deeply immersive non-academic support. This chapter discusses the imperatives for sustained, system-wide commitment to culture-based STEM education, theoretical and cultural frameworks guiding this paradigm, examples of IE program processes and practices, and a review of outcomes. Finally, next level challenges are considered: student experiences in structurally racist systems beyond the Pacific support bubble, tensions between providing opportunity and perpetuation of regional talent drains, and the implications of asking young scientists to balance cultural and professional identities.

Promoting community engagement in a pre-registration nursing programme: a qualitative study of student experiences

2021 ◽  
Vol 30 (20) ◽  
pp. 1190-1197
Author(s):  
Pam Hodge ◽  
Nora Cooper ◽  
Brian P Richardson
Keyword(s):  
Data Collection ◽  
Community Engagement ◽  
Qualitative Data ◽  
Learning Experience ◽  
Student Nurses ◽  
Risk Assessments ◽  
Student Experiences ◽  
Cross Sectional ◽  
Health And Wellbeing ◽  
Collection Strategies

Aims: To offer child health student nurses a broader learning experience in practice with an autonomous choice of a volunteer placement area. To reflect the changing nature of health care and the move of care closer to home in the placement experience. To evaluate participants' experiences. Design: This study used descriptive and interpretative methods of qualitative data collection. This successive cross-sectional data collection ran from 2017 to 2020. All data were thematically analysed using Braun and Clarke's model. Methods: Data collection strategies included two focus groups (n=14) and written reflections (n=19). Results: Students identified their increased confidence, development as a professional, wider learning and community engagement. They also appreciated the relief from formal assessment of practice and the chance to focus on the experience. Conclusion: Students positively evaluated this experience, reporting a wider understanding of health and wellbeing in the community. Consideration needs to be given to risk assessments in the areas students undertake the placements and the embedding of the experience into the overall curriculum.

Implicit Cognitive Vulnerability

2019 ◽  
pp. 729-738 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

scholarly journals “I had a big revelation”: Student Experiences in Community- First Community-Campus Engagement

2019 ◽  
Vol 4 (2) ◽  
pp. 21-41
Author(s):  
Anna Przednowek ◽  
Magdalene Goemans ◽  
Amanda Wilson
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Community Service ◽  
Student Experiences ◽  
Promising Practices ◽  
Community Service Learning ◽  
Community Partners ◽  
Campus Engagement ◽  
General Evaluation ◽  
Research Assistants

While there is a wealth of literature on community-campus engagement (CCE) that incorporates student perspectives from course-based community service learning settings, the stories of students involved in longer-term CCE projects remain underexplored. This paper addresses this gap by examining the experiences of students working as research assistants (RAs) within a multi-year Canadian CCE project, “Community First: Impacts of Community Engagement” (CFICE). Drawing on interviews with RAs, student insights from a general evaluation of the CFICE project, and the authors’ own reflections, we consider the ways in which meaningful, long-standing engagements with community partners as part of community-first CCE projects provide students with both enhanced opportunities and challenges as they navigate the complexities of intersecting academic and community worlds. Further, this paper identifies promising practices to improve student experiences and the overall impact of longer-term community-campus partnerships and program management structures.

Environmental Computing and Community Engagement in STEM education: Building Effective and Sustainable Relationships.

2021 ◽  
Author(s):  
Morewell Gasseller ◽  
David Brooks ◽  
Timothy Glaude ◽  
Kennedy Jeffery ◽  
Hiba Abdelaziz
Keyword(s):  
Community Engagement ◽  
Stem Education ◽  
Sustainable Relationships

Locating oneself and talking past: Journalists’ engagement with Pacific communities on Twitter

2021 ◽  
pp. 1329878X2110617
Author(s):  
Tara Ross
Keyword(s):  
Qualitative Methods ◽  
Community Engagement ◽  
Rugby League ◽  
Identity Work ◽  
Public Discussion ◽  
High Profile ◽  
Sporting Event ◽  
The Pacific ◽  
Quantitative And Qualitative Methods

This article explores how journalists navigate the tensions between community engagement and professional detachment by tracing how journalists used Twitter during Tonga and Australia's inaugural rugby league test match in 2018. As a high-profile Pacific cultural and sporting event, it provides an opportunity to study how journalists engage with marginalised Pacific communities, and whether that engagement demonstrates the reciprocity needed to build relationships. More than 9000 tweets were analysed using quantitative and qualitative methods to reveal that media organisations and journalists tended more towards broadcasting than interactive approaches on Twitter. Practices differed between subgroups, however: Individual journalists engaged in public discussion more than media organisations, and Pacific journalists engaged more than non-Pacific journalists. In fact, Pacific journalists’ identity work – performed through specific discourses, including emojis – demonstrated a less detached journalism than did non-Pacific journalists, who appeared to talk past the Pacific communities in this Twitter public.

Implicit Cognitive Vulnerability

2018 ◽  
pp. 5149-5157 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

Compasses, Meetings and Maps: Three Recent Media Works

Leonardo ◽  
2006 ◽  
Vol 39 (4) ◽  
pp. 334-339 ◽  
Author(s):  
Rachel O'Reilly
Keyword(s):  
New Media ◽  
Cultural Practice ◽  
Media Art ◽  
Close Attention ◽  
Locative Media ◽  
New Media Art ◽  
Indigenous Epistemologies ◽  
The Pacific

The article explores possible cultural approaches to new-media art aesthetics and criticism through an in-depth appraisal of recent works by three contemporary practitioners from Asia and the Pacific: Lisa Reihana, Vernon Ah Kee and Qiu Zhijie. Particular attention is paid to the issues of place, location and cultural practice in their work, issues currently under-examined in new-media art discourse. The analysis pays close attention to the operationality of the works, the influence of pre-digital aesthetic histories and the richly locative and virtual schemas of indigenous epistemologies that serve to meaningfully expand Euro-American notions of locative media art.

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