RESUMEN

Group Level Assessment (GLA) is a qualitative, participatory research methodology that can be used within science education, specifically to meet the Science and Engineering Practices dimension of the K-12 Next Generation Science Standards. In contrast to traditional qualitative research methods, GLA is a concrete methodological tool intended for large groups. GLA follows a 7-step process in which diverse stakeholders work together to generate, analyze and prioritize ideas that lead to action planning. Emphasizing personal relevance, shared decision making, systematic inquiry, and collaboration in the design and process, GLA is best positioned conceptually and theoretically within community-based participatory research and inquiry-based learning approaches. The purpose of this manuscript is to describe how GLA can be utilized as an innovative methodology to incorporate students' lived experiences in science education. We describe how to conduct GLA and provide a case example of GLA in action conducted as part of a larger science education program with students and teachers in STEM.

RESUMEN

STEM pipeline programs often include research experiences for youth, but fewer focus on youth as shared decision-makers or leaders in research efforts. Youth participatory action research (YPAR) and community-based participatory research (CBPR) orientations suggest that the quality and relevance of research will benefit from youth partnership. Because youth do not traditionally have the opportunity to serve in this type of leadership capacity, STEM pipeline programs that wish to elevate the role of youth in research must create a new culture of co-creation that upends the traditional pedagogical models adolescents experience in high school. We present Research Kickoff as a strategy to engage youth as co-researchers from their very first experience in a year-long STEM pipeline program. We designed activities around a framework consisting of six components: content, process, voice, network, engagement, and culture. Each of the six components of our framework are represented in a series of activities that include participatory research processes, inviting collaboration and valuing diverse expertise, and relationship building. To inform future programs interested in engaging youth as co-researchers, we detail the iterative development of Research Kickoff over two cohorts and describe how it serves to engage youth as change agents from the first touch.

RESUMEN

Underrepresented minority (URM) women completing STEM degrees are lacking representation in both undergraduate and graduate programs as well as in STEM professions. The exclusion of this group from an entire professional field leads to a loss of unique and valuable perspectives that could greatly contribute to research and practice. Higher education should have an obligation to better understand both barriers and successes in an attempt to meet the needs of these students pursuing STEM careers. To tackle this phenomenon, this study utilized a group participatory methodology that lends itself to creating action plans derived from participants' voices and experiences. Researchers uncovered four core themes related to the barriers and success factors for URM women in STEM-mentoring, research, opportunities, and academia. Each theme includes both challenges that URM women in STEM face as well as support factors for their success.

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RESUMEN

Within community-engaged research, education and social care, peer models that partner with local "insiders" are increasingly common. Peer models are composed of insider "lay" community members who often share similarities or background with a project's target population. Peers are not academically trained, but work alongside researchers and professionals to carry out specific tasks within a project, or in the truest sense of partnership, peers collaborate throughout the project from start to finish as an equal member of the team. Although peer models are used widely, the literature lacks consistency and clarity. This systematic review of literature used a qualitative thematic synthesis to examine and report how, where and why peer models have been used in research, education and social care. We examined the language and titles used to describe the peers, details of their involvement in community-engaged projects, the setting, content/topic of study, level of engagement and related benefits/outcomes of such models. Focusing on the last 10 years, we conducted a comprehensive literature search twice between September 2016 and June 2017. The search resulted in 814 articles which were assessed for eligibility. Overall, 251 articles met our inclusion criteria and were categorised into three categories: empirical (n = 115); process/descriptive (n = 93); and "about" peers (n = 43). Findings suggest that there is a wide variety of peers, titles and terminology associated with peer models. There is inconsistency in how these models are used and implemented in research studies and projects. The majority of articles used an employment peer model, while only a handful involved peers in all phases of the project. The results of this literature review contribute to understanding the use, development and evolution of peer models. We highlight potential benefits of peer models for peers, their communities and community-engaged work, and we offer recommendations for future implementation of peer models.

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