Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty (original) (raw)
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Learning After You Know It All: When STEM Faculty Teach Teachers, Who Learns?
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Perspective. As a research and evaluation methodologist, his research covers elementary, secondary, and postsecondary education in the areas of reading, mathematics, and science learning; teacher preparation and compensation; assessment and accountability; and large-scale system educational reforms. Joseph McInerney is a senior researcher in Westat's Education Studies Group. For this research into STEM faculty engagement with teachers, he served as survey designer, protocol developer, site visitor, and report writer. Previous to joining Westat, he was an award-winning classroom teacher (Presidential Award for Excellence in Mathematics and Science Teaching), curriculum designer, and recipient of an Einstein Fellowship at the National Science Foundation (1998)(1999)(2000)(2001)(2002). Joy Frechtling is a Westat vice president and associate director of Westat's Education Studies Group. An expert in logic modeling methods, which connect theory with implementation and outcomes in evaluative research, she directs a broad range of education research projects for state and federal agencies, primarily evaluations of large-scale educational programs. She was a site visitor on this project.
Equity & Excellence in Education, 2020
This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students' learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of trialogic interactions-with one another, with multiple scholars whose pieces were read and discussed, and with/in themselves. We then offer pedagogical implications while discussing main themes that emerged from reflective discussions: grappling, citationality, and incompleteness. We frame this work as a community of learners who came to understand their own incomplete and in process growth as learners. This article details a case study for the ways projects in humanization, culturally sustaining pedagogies, and storying can be operationalized in classroom spaces to center moments of tension, grappling, and awakening. "We should see ourselves as stewards not of specific pieces of knowledge but rather of the productive and generative spaces that allow for finding knowledge."-Leigh Patel (2015, p. 79) Pedagogical practices and theories have remained largely unexplored in higher education (Bozalek, Ng'ambi, Wood, Herrington, Hardman & Amory 2014). 1 Educational research should focus on the equitable pedagogical practices instructors use in higher education classrooms that center the experiences, lived realities, tribal and cultural knowledges, and histories that students bring with them (Tachine, Cabrera & Yellow Bird 2017). Although not always the case, much of the teaching practices that occur in higher education rely on what Freire (1970) refers to as the banking style of education, where instructors/professors hold all the pertinent knowledge related to the course and their job is to transfer that knowledge to students. The assumption of the banking style of education is that students have little to no knowledge currency. Often, this results in unidirectional learning settings where instructors make knowledge deposits to students. To counteract inequitable learning settings, Webb and Alvarez (2018) argue for the importance of moving "beyond an adult-centered or institution-focused approach to social capital and wellbeing" and toward "community-building capacities and cultural agency" (p. 419) for students and instructors within schooling settings. Many pedagogical theorists have countered banking styles of education; however, the context of such research usually lies in K-12 school settings, rather than in higher education settings (K.
Frontiers in Education
Latine students continue to persist in science, technology, engineering and mathematics (STEM) fields despite the numerous obstacles in place that stifle their academic potential and contributions. Instead of fostering the strengths Latine students possess that help them succeed despite these obstacles, the field of STEM education has traditionally examined these students’ experiences and challenges through a deficit lens. Deficit perspectives posit that any existing disparities in educational outcomes in STEM for Latine students are a product of the students’ lack of interest in STEM fields, poor academic preparation and/or motivation, among other ‘faults.’ In this manner, this deficit approach absolves educators, educational institutions, administrators, and researchers from any responsibility in mediating the disparate outcomes and negates the roles that outdated pedagogical practices, structural racism, discrimination and disciplinary bias have in limiting Latine students’ succe...
Every Student Can't Succeed If Every Voice is Not Heard: Equity Perspectives from STEM Educators
Teachers College Record: The Voice of Scholarship in Education, 2018
The Every Student Succeeds Act (ESSA) provides numerous provisions to support science, technology, engineering, and mathematics (STEM). These provisions do not necessarily address persistent achievement and opportunity gaps. We contend that if states, districts, and local schools capitalize on the autonomy provided in the ESSA, access, equity, and achievement in STEM can be attainable to traditionally underserved populations of learners. The purpose of this article is to review the enumerated provisions pertinent to STEM and, based on these provisions, present recommendations to support access, equity, and achievement in STEM content areas. Our review indicates that the ESSA presents provisions in five areas related to STEM education: (1) standards, (2) assessments, (3) accountability, (4) teacher effectiveness, and (5) well-rounded education. Using these five areas as an organizational framework, we provide recommendations to support enduring challenges related to equity, access, a...
Panel: Teaching To Increase Diversity and Equity in STEM
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 2017
TIDES (Teaching to Increase Diversity and Equity in STEM) is a three-year initiative to transform colleges and universities by changing what STEM faculty, especially CS instructors, are doing in the classroom to encourage the success of their students, particularly those that have been traditionally underrepresented in computer science. Each of the twenty projects selected proposed new interdisciplinary curricula and adopted culturally sensitive pedagogies, with an eye towards departmental and institutional change. The four panelists will each speak about their TIDES projects, which all involved educating faculty about cultural competency. Three of the panelists infused introductory CS courses with applications from other disciplines, while one of the projects taught computational skills in natural science courses.
International Journal of Innovation in Science and Mathematics Education
This position paper sets out the need and rationale for systemic change in STEM learning and teaching as a means of retaining and supporting the success of underrepresented cohorts in STEM. Efforts in recruiting and retaining these students in STEM higher education degrees and subsequently, STEM careers, will continue to be undermined, if we are unable to provide them with a supportive learning environment that recognises and mitigates the inherent disparities that they have historically faced and continue to face. We propose that rather than focusing on an individual equity group and how to best support them, which may lead to perpetuation of a deficit mindset for faculty, we instead propose a project that considers the biases inherent in our current pedagogical practices and the ways in which we can build awareness of the inequities that these entrench. We intend for the outcomes of this project to support the ongoing efforts for individual equity groups as well as mitigating agai...