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This study sought to better understand how to support and plan for a collaborative effort that brought educators together from three universities in the United States and Pakistan. This project sough to foster collaborative relationships between the two countries by expanding knowledge, collaboration, and capacity in middle schools in the Punjab region of Pakistan with a particular focus on underrepresented students and middle grades STEM instruction.

This study was informed through the use of formative survey data gathered from the workshop participants throughout the course of the week. The researchers conducted pre and post surveys of 22 participants using Likert scale items.

This project provided insights regarding curriculum alignment, engaging communication, teacher-centered formative data. These findings offered insights on how to grow as reflective practitioners and researchers, and how to form a robust multi-national professional learning community.

The survey data were gathered from participants who willingly sought professional development in one region of Pakistan. The sample was small (four participating middle schools and one local university) and thus the findings cannot be necessarily generalized to a greater population.

This project provides practical insights of how teams can work together in regard to building a professional learning community. Teams can plan with intentionality, foster various modes of discussion, and empower both teachers and students to inquire, solve problems, and share their insights.

The STEM topics in this study are important across continents. Navigating time constraints and distance is feasible through communication, attention to objectives and clarity in goals, and a desire to learn outside of one’s usual comfort zones.

This project was unique in the time and space in which it was designed and implemented, yet it offers value in fostering ongoing collaboration through various modalities and in being intentional in the planning process.