Mathieson, DannyCotrupi, CatherineSchilling, MalleGrohs, Jake2023-08-112023-08-112023-030036-6803http://hdl.handle.net/10919/116022Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success.application/pdfenCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalequityfoundationssocialsocietystudents and learningArticle - Refereedhttps://doi.org/10.1111/ssm.1257512331949-8594