Engaging Government-Industry-University Partnerships to Further Gender Equity in STEM Workforce Education through Technology and Information System Learning Tools

Autor/inn/en	Knestis, Kirk; Cheng, Joselina; Fontaine, Claire M.; Feng, Rebekah
Titel	Engaging Government-Industry-University Partnerships to Further Gender Equity in STEM Workforce Education through Technology and Information System Learning Tools
Quelle	In: Journal of Information Systems Education, 33 (2022) 1, S.23-31 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Partnerships in Education; STEM Education; Sex Fairness; Government School Relationship; School Business Relationship; Universities; Labor Force Development; High School Students; Educational Innovation; Womens Education; Experiential Learning; Summer Programs; Oklahoma + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; STEM; Sexualaufklärung; University; Universität; Arbeitskräftebestand; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Instructional innovation; Bildungsinnovation; 'Women''s education'; Frauenbildung; Experiental learning; Erfahrungsorientiertes Lernen; Sommerkurs
Abstract	This paper has two goals: First, to detail processes through which a project funded under a National Science Foundation workforce development program (Innovative Technology Experiences for Students and Teachers, ITEST) leveraged active partnerships among government agencies, industry firms, and universities to develop and study an innovative, out-of-school information system and technology workforce education program. The aim of the program was to improve equity of opportunity for high school girls. The program engaged young women from underrepresented subgroups in data science, analytics, information communication technology, and programming learning activities in an experiential, law enforcement computer forensics context. This description of the research team's process is intended as inspiration and guidance to others considering developing similar programs targeting workforce development in science and technical fields through an equity lens. Second, this paper shares reflections from senior project personnel on lessons learned while working with cross-sector collaborations, including challenges encountered while implementing components of the program facilitated by the partnership model. The authors adopt a reflective practice orientation, considering implications regarding the most useful--and evolving--roles that cross-sector partnerships might play in developing programs to help students traditionally underrepresented in technical fields be more aware of, interested in, and prepared for careers in science, technology, engineering, and mathematics (STEM) disciplines. In so doing, the authors offer insights about how university partners might address potential tensions involved in such collaborations. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01