Doctoral Students’ Concerns Implementing Global Collaborative STEM Education



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A convergent parallel mixed methods design was used to examine the perceptions and concerns regarding Global Collaborative STEM Education (GCSE) of 20 students within Texas Tech University's Global PRiSE Ph.D. program. Concerns were examined through the lens of the concern-based adoption model's (CBAM) continuum of concerns. Research questions examined concerns of the program’s doctoral students as their roles changed from GCSE project members to teacher coaches. Additionally, the study examined how participants perceive and describe their concerns regarding Global GCSE. Prior to and after coaching K-12 teachers in GCSE during a fall semester course, participants completed the concerns-based adoption model (CBAM) Stages of Concern Questionnaire (SoCQ) and responded to open-ended questions examining their concerns and perceptions about GCSE. A Wilcoxon signed-rank test was used to analyze the pre and post responses to the questionnaire. Results showed a significant difference Z = 2.45, p < .014, r = 0.63. However, upon analyzing the SoCQ profile interpretation graphs, the concerns of individual participants did not appear to move from the lower stages of concerns on the CBAM continuum toward higher stages as expected. Managing the project seemed to be the greatest concern, specifically finding and maintaining global partners, troubleshooting technology, and scheduling issues. Six themes emerged from the essay component examining participants' perceptions of GCSE. The top two were that GCSE integrates 21st-century skills and international collaboration.



STEM (Science, Technology, Engineering and Mathematics), CBAM, Global, Collaboration, GCSE, 21st century skills, Doctoral students