Group Level Assessment (GLA) as a methodological tool to facilitate science education.

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.

Creating a Culture of Youth as Co-Researchers: The Kickoff of a Year-Long STEM Pipeline Program.

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.

A seat at the table: Exploring the experiences of underrepresented minority women in STEM graduate programs.

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.

Partnering with insiders: A review of peer models across community-engaged research, education and social care.

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.