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Drawing on feminist intervention, radical pedagogy, and scholarship on context and agency, the article describes collaboration with culturally diverse students and a professor in Science Education. Findings highlight pedagogical value outside the traditional classroom and show how consultant skills strengthen when supporting undergraduate communication courses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stem-tell-research-how-communication-centers-can-impact-the-scientific-communication-competency-of-grade-school-stem-students/599212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stem-tell-research-how-communication-centers-can-impact-the-scientific-communication-competency-of-grade-school-stem-students/599212.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the STEM Tell Research piece?","Question",{"text":112,"@type":113},"It explains how Communication Centers can influence grade school students’ scientific communication competency through community-based consulting.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do feminist intervention and radical pedagogy shape the work described?",{"text":117,"@type":113},"The article frames Communication Centers as sites that meet diverse student communication needs and reject hierarchical learning models.",{"name":119,"@type":110,"acceptedAnswer":120},"What roles do “context” and “agency” play in the program’s approach?",{"text":121,"@type":113},"The work emphasizes that students’ background and goals are essential to success, and consultants use strategies that respect and support these factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599212,1792165512,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communication Center Journal 31  \nVolume 4:1, 2018  \nSTEM Tell Research: How Communication Centers can Impact the Scientific Communication Competency of Grade School STEM Students  \nLauren Beard  \nThe University of North Carolina at Greensboro  \nUniversity Communication Centers are beacons of feminist intervention and radical pedagogy. This identity demands we meet the communication needs of students regardless of race, gender, sexuality, ability, or age. The following article demonstrateshow one Communication Center fulfilled this initiative by stepping outside the physical space of the center, and venturing into the community to consult with culturally diverse grade school students from the surrounding districts. Our Communication Center at the University of North Carolina at Greensboro had the privilege of working with Dr. Heidi Carlone, a professor of Science Education in the Department of Teacher Education and Higher Education. Earlier last year, she was awarded a 1 million-dollar grant, and is using the money to further her research into innovative learning initiatives for junior high students in the Science, Technology, Engineering,and Mathematics (STEM) program in Guilford County. She is passionate about cultivating these dynamic learning settings with students who embody varied ethnicities, abilities, genders, and socioeconomic backgrounds. Dr. Carlone reached out to our Communication Center to ask if we could assist these students with preparing and presenting their scientific research.  \nBesides just detailing how our Communication Center prepared for and conducted consultations with these STEM students, this article also offers insight into the innovative theories, praxes, and  \npedagogies at work throughout our sessions. The findings ultimately provide an awareness of how Communication Centers can be involved in pedagogical initiatives that fall outside of a traditional college classroom, as well as how this involvement can further develop consultants’ skillsets when working with undergraduate college students in introductory communication courses. It is my hope this piece can contribute to the Communication Center’s reputation of being a critical site of intervention for every student who comes seeking help (Pensoneau-Conway & Romerhausen, 2012) .  \nTheory and Pedagogy  \nFirst, allow me to provide a framework for the theory and scholarship our Communication Center engages with in this article. Dr. Heidi Carlone (2004) has written extensively concerning how feminist reforms to the scientific curricula can have a vital impact “for students who are marginalized from science and open up new possibilities for what it means to ‘do’science and ‘be’ a science person”(p. 18) . The population we worked with during this STEM program were students from economically and racially diverse backgrounds who were engaging in a radical interpretation of what a science class can and should look like. Carlone (2003) also elaborates that an understanding of“context” and “agency,” where the student is coming from and what the student wants to  \nCommunication Center Journal 32  \nVolume 4:1, 2018  \naccomplish, are unalienable factors of student success in the science classroom (p. 24) . As Communication Center consultants, we are trained from genesis to meet students where they are and listen empathetically to their needs, always striving to withhold judgment and uphold a feminist, collaborative agenda where all parties can grow and learn (Cuny, Wilde, & Stevens, 2012) . Carlone’s concepts of context and agency bolster communication consultants’firm belief in the center as a “site wherein students can...effectively avoid the traditional hindrances of power that are inherent to a conventional classroom setting”(Pensoneau-Conway & Romerhausen, 2012, p. 39) . One can see how closely Carlone’s work and the mission of the Communication Center align. By implementing strategies such as learning the students’ various concerns and stakes in their ","cbCaicKizGiSKIL4","https://ap.wps.com/l/cbCaicKizGiSKIL4","pdf",43807,"English","# STEM Tell Research\n## Theory and Pedagogy","[{\"question\":\"What is the main focus of the STEM Tell Research piece?\",\"answer\":\"It explains how Communication Centers can influence grade school students’ scientific communication competency through community-based consulting.\"},{\"question\":\"How do feminist intervention and radical pedagogy shape the work described?\",\"answer\":\"The article frames Communication Centers as sites that meet diverse student communication needs and reject hierarchical learning models.\"},{\"question\":\"What roles do “context” and “agency” play in the program’s approach?\",\"answer\":\"The work emphasizes that students’ background and goals are essential to success, and consultants use strategies that respect and support these factors.\"}]","STEM Tell Research - How Communication Centers can Impact the Scientific Communication Competency of Grade School STEM Students | PDF",1792088352]