High School STEM Internship Program Policy Transitions during COVID-19 Pandemic
Main Article Content
Keywords
educational policies, high school STEM internships, impact of COVID-19 on education policies, policy analysis, STEM internships
Abstract
This study analyses the impact of COVID-19 on a STEM internship program in the Philippines, focusing on policy features and policy transitions from pre- to post-pandemic years. We conducted directed policy content analysis for policy documents, interviews, and a self-narrative. The STEM & Research Internship Program (SRIP) feature a central guiding document for policies which demonstrate alignment with the school system's vision and mission, core values, and strategic goals, with periodic revisions and specific guidelines crafted at the campus level to uphold these principles. Notable features include flexibility in internship completion and adaptability to different learning modalities. Some policy areas for development include featuring local laws and partner agency benefits. Policy transitions highlight the program's flexibility and commitment to student well-being. This study emphasizes how policy and policy transitions in the internship program demonstrated adaptability amidst the pandemic to provide quality STEM work-based learning experiences to students.
References
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Mitra, M., Nagchaudhuri, A., & Klein, W. (2022). Integrating "impacts of COVID-19 pandemic on air quality" in STEM courses and internships for undergraduate students. 2022 ASEE Annual Conference & Exposition.
Oborn, E., Barrett, M., & Dawson, S. (2013). Distributed leadership in policy formulation: A sociomaterial perspective. Organization Studies, 34(2), 253-276. https://doi.org/10.1177/0170840612473552
Papadimitriou, M. (2014). High school students' perceptions of their internship experiences and the related impact on career choices and changes. Online Journal for Workforce Education and Development, 7(1), 8.
Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., Karamanou, M., Papaioannou, T. G., Tsiptsios, D., & Smyrnis, N. (2022). Medical education challenges and innovations during COVID-19 pandemic. Postgraduate Medical Journal, 98(1159), 321-327.
Sabol, F. R. (2022). Art education during the COVID-19 pandemic: The journey across a changing landscape. Arts Education Policy Review, 123(3), 127-134.
Schuster, D. (2013). In pursuit of sustainable STEM certification programs. Journal of College Science Teaching, 42(4), 38-45.
Seaman, J., Allen, I. E., & Ralph, N. (2021). Teaching online: STEM education in the time of COVID. Bay View Analytics.
Slater, L. A., & Cojanu, K. A. (2021). Student internships: COVID-19 implications and recommendations for higher education. Emergency Remote Learning, Teaching and Leading: Global Perspectives, 55-79.
Snodgrass Rangel, V., & Butcher, K. (2023). The effect of the COVID-19 pandemic on the internship experiences of principal candidates in Texas. Journal of Research on Leadership Education, 19427751231192668.
Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814.
Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013:Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146-164. https://doi.org/10.1177/1741143214558576
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4).
Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pan-demic. IJERI: International Journal of Educational Research and Innovation, 15, 162-176.
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.
Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. OECD Education Working Papers, No. 162. OECD Publishing. https://doi.org/10.1787/5jrs3sbcrvzv-en
Yong, Y. J., Lee, J. H., & Kim, Y. S. (2022). A study on the possibility of a change in culture and arts education curriculum by shooting "metaclassroom" in the COVID-19 pandemic era. Cypriot Journal of Educational Sciences, 17(5), 1603-1621.
Young, V., Lynch, S., Means, B., House, A., Peters, V., & Allen, C. (2017). Bringing inclusive STEM high schools to scale: Policy lessons from three states. SRI International.
Zancajo, A., Verger, A., & Bolea, P. (2022). Digitalization and beyond: The effects of COVID-19 on post-pandemic educational policy and delivery in Europe. Policy and Society, 41(1), 111-128.
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3-12.
Zinth, J. (2018). Work-based learning: Model policy components. Education Commission of the States.
Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26(6), 7609-7633.
Ancho, I. (2020). Graduate education during COVID-19 pandemic: Inputs to policy formulation in the new normal. Recoletos Multidisciplinary Research Journal, 8(2), 87-105.
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42-55. https://doi.org/10.1177/1744987117741667
Baptista, M. N., Costa, E., & Martins, I. (2020). STEM education during the COVID-19: Teachers' perspectives about strategies, challenges and effects on students' learning. Journal of Baltic Science Education, 19(n6A), 1043-1054.
Bennett, N., Wise, C., Woods, P.A., & Harvey, J. A. (2003). Distributed leadership: A review of literature. National College for School Leadership.https://www.researchgate.net/publication/42793697_Distributed_Leadership_A_Review_of_Literature
Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews, 13(3), 251-269. https://doi.org/https://doi.org/10.1111/j.1468-2370.2011.00306.x
Campari, E. G., Barbetta, M., Braibant, S., Cuzzuol, N., Gesuato, A., Maggiore, L., Marulli, F., Venturoli, G., & Vignali, C. (2021). Physics laboratory at home during the COVID-19 pandemic. The Physics Teacher, 59(1), 68-71.
Cardno, C. (2018). Policy document analysis: A practical educational leadership tool and a qualitative research method. Educational Administration: Theory & Practice, 24(4), 623-640.
D'Souza, M. J., Fry, K., Koyanagi, L., & Shepherd, A. (2020). COVID-19 impacts at a small mid-Atlantic liberal-arts college with implications for stem education.Journal of Education and e-Learning Research, 7(4), 407.
Dawes, L. Long, S., Whiteford, C., & Richardson, K. (2015) Why are students choosing STEM and when do they make their choice? In Oo, A, Patel, A, Hilditch, T, & Chandran, S (Eds.) Proceedings of the 26th Annual Conference of the Australasian Association for Engineering Education (AAEE2015). School of Engineering, Deakin University, Australia, pp. 1-10.
Department of Education Philippines. (2017). DepEd Order No. 30, s. 2017: Guidelines for work immersion. Retrieved from https://www.deped.gov.ph
Desrochers, M., Naybor, D., & Kelting, D. (2020). Perceived impact of COVID-19 and other factors on STEM students' career development. Journal of Research in STEM Education, 6(2), 138-157.
Duprez, V., Vermote, B., Van Hecke, A., Verhaeghe, R., Vansteenkiste, M., & Malfait, S. (2021). Are internship experiences during a pandemic related to students' commitment to nursing education? A cross-sectional study. Nurse Education Today, 107, 105124.
Erdogan, N., & Stuessy, C. L. (2015). Modeling successful STEM high schools in the United States: An ecology framework. Online Submission, 3(1), 77-92.
Eviota, G., & Maboloc, C. R. (2021). Higher education in the Philippines during the COVID-19 Pandemic: Psychological risks, research opportunities and policy implications. Eubios Journal of Asian & International Bioethics, 31(2).
Hruska, A. M., Cawood, A., Pagenkopp Lohan, K. M., Ogburn, M. B., & Komatsu, K. J. (2022). Going remote: Recommendations for normalizing virtual internships. Ecosphere, 13(3), e3961.
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine higher education sector in the time of COVID-19. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00001
Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators' experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21.
Khalil, M. I., Humayun, M., & Jhanjhi, N. (2021). COVID-19 impact on educational system globally. Emerging technologies for battling Covid-19: Applications and innovations, 257-269.
Klein, P., Ivanjek, L., Dahlkemper, M. N., Jeličić, K., Geyer, M.-A., Küchemann, S., & Susac, A. (2021). Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories. Physical review physics education research, 17(1), 010117.
Lockee, B. B. (2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5-6.
Martinez, K. E., White, B. J., & Williams, J. H. (2015). What is so different about STEM internships? Issues in Information Systems, 16(4).
Mitra, M., Nagchaudhuri, A., & Klein, W. (2022). Integrating "impacts of COVID-19 pandemic on air quality" in STEM courses and internships for undergraduate students. 2022 ASEE Annual Conference & Exposition.
Oborn, E., Barrett, M., & Dawson, S. (2013). Distributed leadership in policy formulation: A sociomaterial perspective. Organization Studies, 34(2), 253-276. https://doi.org/10.1177/0170840612473552
Papadimitriou, M. (2014). High school students' perceptions of their internship experiences and the related impact on career choices and changes. Online Journal for Workforce Education and Development, 7(1), 8.
Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., Karamanou, M., Papaioannou, T. G., Tsiptsios, D., & Smyrnis, N. (2022). Medical education challenges and innovations during COVID-19 pandemic. Postgraduate Medical Journal, 98(1159), 321-327.
Sabol, F. R. (2022). Art education during the COVID-19 pandemic: The journey across a changing landscape. Arts Education Policy Review, 123(3), 127-134.
Schuster, D. (2013). In pursuit of sustainable STEM certification programs. Journal of College Science Teaching, 42(4), 38-45.
Seaman, J., Allen, I. E., & Ralph, N. (2021). Teaching online: STEM education in the time of COVID. Bay View Analytics.
Slater, L. A., & Cojanu, K. A. (2021). Student internships: COVID-19 implications and recommendations for higher education. Emergency Remote Learning, Teaching and Leading: Global Perspectives, 55-79.
Snodgrass Rangel, V., & Butcher, K. (2023). The effect of the COVID-19 pandemic on the internship experiences of principal candidates in Texas. Journal of Research on Leadership Education, 19427751231192668.
Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814.
Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013:Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146-164. https://doi.org/10.1177/1741143214558576
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4).
Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pan-demic. IJERI: International Journal of Educational Research and Innovation, 15, 162-176.
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.
Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. OECD Education Working Papers, No. 162. OECD Publishing. https://doi.org/10.1787/5jrs3sbcrvzv-en
Yong, Y. J., Lee, J. H., & Kim, Y. S. (2022). A study on the possibility of a change in culture and arts education curriculum by shooting "metaclassroom" in the COVID-19 pandemic era. Cypriot Journal of Educational Sciences, 17(5), 1603-1621.
Young, V., Lynch, S., Means, B., House, A., Peters, V., & Allen, C. (2017). Bringing inclusive STEM high schools to scale: Policy lessons from three states. SRI International.
Zancajo, A., Verger, A., & Bolea, P. (2022). Digitalization and beyond: The effects of COVID-19 on post-pandemic educational policy and delivery in Europe. Policy and Society, 41(1), 111-128.
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3-12.
Zinth, J. (2018). Work-based learning: Model policy components. Education Commission of the States.
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Published
Jun 10, 2024
Article Details
How to Cite
Salvador, E. E., & Nautiyal, V. (2024). High School STEM Internship Program Policy Transitions during COVID-19 Pandemic. The Normal Lights. https://doi.org/10.56278/tnl.vi.2452
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Research Article
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