Supporting Social-Ecological Resilience by Developing the Resilient Learner: An Innovative Community-School Partnerships Model of STEM Education (66095)

Session Information: International Education
Session Chair: Coleman Jordan

Sunday, January 8, 2023 (15:30)
Session: Session 2
Room: Live-Stream B
Presentation Type:Live-Stream Presentation

All presentation times are UTC-10 (Pacific/Honolulu)

Economic, social, and environmental concerns are threatening our communities and the sustainability of our planet (OECD, 2019). To support innovation required to address these challenges, we must rethink the potential for STEM education in developing student capacity to positively impact both societal and individual well-being. Secondary education in North America employs an outdated model of learning that does not provide students with the competencies they will need to be successful and ignores recent developments in adolescent neuroscience (Cook-Deegan, 2016; Mehta & Fine, 2019). Education models must challenge existing assumptions about STEM learning and emphasize the development of lifelong learners who are resilient, adaptable, and who can solve problems that do not yet exist (Ontario Ministry of Education, 2016). In 2019, a Canadian secondary school program ‘I-STEM’ was launched, incorporating key recommendations from the Canada 2067 learning roadmap (Let’s Talk Science, 2018) and in partnership with local community and post-secondary stakeholders. This program focuses on interdisciplinary and experiential learning, and mentorship with the community and workplace in the context of the UN Sustainable Development Goals (HDSB, 2022). In this presentation we will explore the impact of I-STEM learning experiences and the community-school partnerships model on student resilience. Using a mixed methods research design, we draw on findings from our inaugural Resilience survey and our ongoing Developmental Evaluation (Patton, 2011) research focused on co-constructing the program with key stakeholders. We consider how the program supports both the development of resilient learners for the 21st century, and learning for social-ecological resilience (Sterling, 2011).

Authors:
Emily Krysten Spencer-Mueller, Wilfrid Laurier University, Canada
Elizabeth Kurucz, University of Guelph, Canada
Karin Archer, Let's Talk Science, Canada
Catherine Hands, Brock University, Canada
Nadine Gudz, York University, Canada


About the Presenter(s)
Ms Emily Krysten Spencer-Mueller is a University Doctoral Student at Wilfrid Laurier University in Canada

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00