Date of Award
2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Education
Department
Education
First Advisor
Sara Sweetman
Abstract
In an era of increasing emphasis on science, technology, engineering, and mathematics (STEM) education, elementary schools often face significant challenges in implementing high-quality, integrated STEM instruction. These challenges include limited resources, inconsistent professional development, and a lack of access to real-world, community-based learning experiences (Dorph et al., 2018; National Science Board, 2024). This dissertation explores how collaborative partnerships among elementary schools, community organizations, and industry professionals can overcome these barriers and foster meaningful, sustainable STEM learning opportunities for young students. Drawing on the Asset-Based Community Development (ABCD) model (Kretzmann & McKnight, 1993) and informed by a constructivist theoretical framework (Vygotsky, 1978; Piaget, 1950), this study investigates the lived experiences of educators and STEM professionals engaged in a multi- partner STEM event, designed to deliver an integrated, hands-on robotics and environmental science learning experience for elementary students.
This research employs an exploratory qualitative case study methodology (Merriam et al., 2025), focusing on a collaborative initiative involving a nature center educator, an elementary teacher, a robotics curriculum developer, and a university STEM professor. Data were collected through semi-structured individual interviews conducted before the STEM event and a follow-up virtual focus group held one month after the event (Billups, 2021; Creswell & Poth, 2018). Transcripts were thematically coded using Dedoose qualitative analysis software to identify emerging themes related to professional development, student engagement, curriculum integration, and the structural elements that support or challenge the sustainability of long-term partnerships (Saldaña, 2021).
Findings indicate that community-based STEM partnerships offer numerous benefits, including enhanced teacher professional development through exposure to industry practices (Blanchard et al., 2021), expanded access to interdisciplinary and real-world curriculum (LaForce et al., 2016), and increased student engagement, particularly among underrepresented groups in STEM (Watters & Diezmann, 2013). Educators reported that students developed confidence, curiosity, and critical thinking skills through hands-on, inquiry-driven learning activities. Partners also emphasized the mutual value of collaboration, with STEM professionals gaining insights into classroom application of their tools and educators gaining access to new content knowledge and teaching strategies (Blagden, 2023).
Despite these benefits, several barriers to sustainability were identified, including time constraints, difficulties aligning curricular standards with partnership goals, and the logistical complexity of coordinating across institutions (Henig et al., 2016; LaForce et al., 2023). Centralized leadership, clear communication, flexibility, and shared mission alignment emerged as critical factors for sustaining partnerships over time. Based on these findings, the study proposes a visual model for sustainable STEM collaboration that centers around a dedicated partnership coordinator to manage communication, curriculum development, and event planning.
This dissertation contributes to the growing literature on integrated STEM education and school-community partnerships by offering practical insights and a replicable model for developing and maintaining effective collaborations. It also addresses key gaps in existing research, particularly the need for long-term studies on partnership sustainability and the role of leadership and institutional support in collaborative STEM education (Chandran et al., 2020; Margherio et al., 2021). Ultimately, the findings highlight the importance of utilizing community assets to offer equitable, experiential STEM learning opportunities that prepare elementary students for future academic and career pathways (Allen et al., 2020; Kelley & Knowles, 2016).
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Blagden, Katherine M., "EXPLORING THE BENEFITS, BARRIERS, AND SUSTAINABILITY OF COMMUNITY STEM PARTNERSHIPS: A QUALITATIVE CASE STUDY ON STEM COLLABORATION IN ELEMENTARY EDUCATION" (2025). Open Access Dissertations. Paper 4442.
https://digitalcommons.uri.edu/oa_diss/4442
Included in
Elementary Education Commons, Robotics Commons, Science and Mathematics Education Commons