Doctor of Philosophy, The Ohio State University, 2022, Engineering Education

Participation in Informal STEM education (ISE) programs is becoming increasingly common among pre-college students. These programs often state improving broadening participation in STEM as part of their mission. ISE programs are known to foster heightened student engagement due to flattened student-teacher hierarchy, free choice, self-directed learning experiences, and hands-on pedagogies. ISE is known to foster STEM career interest among racially underrepresented youth. Further, ISE has been shown to be effective in preparing K12 STEM teachers by fostering STEM teaching identity. The COVID-19 pandemic forced most ISE programs to move their activities to virtual formats. This was a major adjustment for facilitators and participants. The move to virtual platforms forced changes in ISE programming that could have lasting impact on the way that ISEs provide learning experiences for their participants. One of the major benefits of ISE's transition to online learning was that ISE experiences were made more accessible to students who may not have had access to them before due to proximity or cost. If ISE stakeholders wish to utilize the lessons learned from moving to online learning and direct their investment of resources and time in informal STEM programs toward preparing a well-prepared, racially diverse STEM workforce, it is vital that they understand what is learned in these environments and how it is learned. The goal of this dissertation study was to examine teaching and learning in informal STEM settings. It explored the ways in which the concepts of smartness and intelligence have been used as gatekeepers in engineering education specifically and as exclusionary forces in educational contexts in general. It proposed a model for readers to reflect on their own beliefs about intelligence and smartness and explored research that demonstrates the danger of operating on normative beliefs about intelligence and smartness, which can be exclusionary to (open full item for complete abstract)

Committee: Ann Christy (Advisor); James Moore III (Committee Member); Noah Finkelstein (Committee Member); Winston Thompson (Committee Member); Deborah Grzybowski (Committee Member); Ann O'Connell (Committee Member) Subjects: Education

Doctor of Philosophy, University of Akron, 2022, Integrated Bioscience

Environmental education institutions focus on inspiring people to engage in pro-environmental lifestyles and work toward environmental advocacy. This dissertation aims to provide educators with information, tools, and strategies to achieve this. For example, the work presented in this dissertation illustrates a lack of racial/ethnic diversity in one long-term environmental program at a zoo, and therefore identifies an underserved audience. To increase inclusivity in recruitment, professionals should consider extending personal invitations to target audiences and offering programs which align with perspectives of the local community. Once individuals are recruited into programs, institutions should consider retention methods within long-term programs to help participants grow in their environmental advocacy journey. Ways to increase retention include strengthening social connections in and between groups, assessing and developing messaging to align with participants' Stages of Environmental Behavior Change using a novel tool provided in this dissertation, and offering novel programs in which align with the needs and interests of participants. These approaches are developed in three chapters of the dissertation which present novel, Next Generation Science Standards aligned programs that aim to connect a broader audience with nature than traditional environmental education foci tend to reach. “Urban Ecologists” uses the familiar venue of the school to provide inner-city students with a safe, supportive environment to connect with nature. “Bee-a-Coder” invites youth to learn about communication by observing live honeybees and then developing computer models to simulate their behavior. “Biomimicry Outside the Classroom” combines opportunities for students to observe and learn more about the wonder of nature through art and design. Environmental educators interested in increasing inclusivity in programs and inspiring more people to engage in pro-environmental life (open full item for complete abstract)

Committee: Randall Mitchell (Advisor); Gary Holliday (Advisor); Joel Duff (Committee Member); Carolyn Behrman (Committee Member); Angela Hartsock (Committee Member) Subjects: Conservation; Environmental Education

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

This qualitative case study explores how the LGBTQ+ community is included in informal STEM learning environments (ISLEs) such as museums and science centers. One science center was chosen as a case study to identify how ISLEs may broaden participation to the LGBTQ+ community, how institutional stance impacts LGBTQ+ community members, and how the systemic power structures of ISLEs affect inclusive practices. Through semi-structured interviews, exhibit and signage audits, and document analyses, the researcher examines how practices and policies welcome or exclude diverse identities in informal STEM education (ISE) by adapting Dawson's (2014a) equity and access framework. Findings from this analysis include a need to remove barriers to broaden LGBTQ+ participation; to implement policies and procedures to improve institutional stance towards the LGBTQ+ community; to increase queer representation in ISLEs; and to acknowledge LGBTQ+ individuals as agents of social change.

Committee: Greg Kessler (Committee Chair); Jesse Strycker (Committee Member); Krisanna Machtmes (Committee Member); Susan Burgess (Committee Member) Subjects: Education; Gender Studies; Glbt Studies; Museums; Science Education