Deep Dive: STEM Engagement
Welcome to the August 2022 edition of the Improved Insights Newsletter: a newsletter for folks in informal STEM learning spaces who want to learn more about how to measure and communicate the impacts of their work.
I’m Sarah M. Dunifon - a long-time STEM educator, evaluator, and equity advocate. After spending time working in museums, nonprofits, and higher education, I now work on cutting-edge informal STEM learning research and evaluation with my team at Improved Insights. We specialize in informal STEM learning and youth programs.
This monthly newsletter includes tips, resources, and news on informal STEM learning evaluation. We hope you find it valuable! Now, let’s get started —
Deep Dive: STEM Engagement
What does it mean to be “engaged” with STEM? Does it just mean that you’re participating in a STEM activity? Or is it that you’re focused and applying prior knowledge? What about if you’re really interested in a topic? Does that affect your “engagement”?
Outcomes in informal STEM learning can range from affective outcomes (think: feelings, attitudes, emotions), behavioral outcomes, content knowledge changes, skill development, and more. One common construct we see in our work is STEM engagement.
In this month's newsletter, we'll talk about what STEM engagement means in different spaces, the characteristics of STEM engagement, and how researchers and evaluators are measuring STEM engagement in learners. To read the full article, check it out in our Insights. In the meantime, here’s a taste:
Christian Schunn, Professor of Psychology, Learning Science and Policy, and Intelligent Systems at the University of Pittsburgh views STEM engagement as “what is happening in the moment” when a learner is experiencing an exhibit, classroom activity, or other learning experience. In other words, “the characteristics of the experience,” particularly with reference to the affective, cognitive, and behavioral features.
As noted by Dr. Schunn and then graduate student Paulette Vincent-Ruz, affective, cognitive, and behavioral engagement do not always happen in tandem. In some situations, a learner might experience high affective engagement (e.g., they are enjoying the activity) but low cognitive and behavioral engagement.
This differentiation between the affective, cognitive, and behavioral features of STEM engagement is really important. Understanding these characteristics of STEM engagement can help us better understand, measure, and describe learning experiences.
Let’s consider two fictional natural history museum visitor experiences to demonstrate this importance:
Visitor One comes to the museum to see an exhibit about pollinators - that alone might be STEM engagement. They chose to seek out a STEM learning experience and were physically present in the exhibit.
Visitor Two also sought out this exhibit but decided to further engage with the exhibit (rather than just walking through) by thoroughly reading signage, taking part in a hands-on activity, or thinking critically about STEM topics presented in the exhibit. Maybe they even mentally took those topics with them and discussed them later with friends.
As you can see, STEM engagement can be a complicated construct, with multiple characteristics and degrees of depth. It’s also important to note that the research is still developing and also varies depending on the learning context.
60-Second Suggestions
Here are a few of my favorite things this month, usually pertaining to informal STEM education and evaluation, but occasionally some fun personal stuff, too.
The YESTEM Project offers a free set of tools and resources for equitable informal STEM learning.
A shift towards remote conferences: The National Association of Environmental Education is considering moving to a remote-only conference model. In light of equity issues and environmental impact, I’d love to see this becoming the norm.
Honoring professional boundaries: If you’re anything like me, the pandemic and my new work-from-home situation have made me reassess my professional boundaries in a huge way. Honoring others’ (and my own!) boundaries are always top of my list. Need to take a mental health day? Do it. Want to block off your mornings for your most productive deep-work time? Do it. Going on vacation? You’ll hear from me when you get back and not a day sooner.
I’d love to hear how you’re setting professional boundaries in your work life.
Until next time - thanks!