Promoting Equity/Diversity/Inclusion Through Science and STEM Teaching
Nov. 6 • Nov. 20 • Dec. 4 • Dec. 18
Diversity, equity, and inclusion should be a central component in all aspects of education. However, achieving equity and social justice in science education continues to be an ongoing challenge for classroom educators, especially when considering the connections between racial injustice and the environment and climate change.
Additionally, students from disenfranchised communities often face "opportunity gaps" in their educational experience. As we try to promote equitable learning environments for ALL students, science and STEM educators must recognize and reposition students who have been historically disadvantaged and underserved, so they become actively engaged participants in science learning.
Educators have a unique opportunity to celebrate the experiences of each student as well as the values their communities bring to science and STEM teaching.
Saturday, November 6 • 11:30 AM–2:00 PM EDT
ABCs of Equity, Inclusion and Diversity in STEM
This presentation will engage in conversation over a range of topics, challenges, and opportunities of promoting equity, diversity, and inclusion in the sciences and STEM from K–12 through higher education. Systemic topics include how the collection of scientists does not look like the makeup of the population; the value of diverse STEM teams; stereotypes and microaggressions in STEM; biased evaluation systems; and how universal design benefits all. Classroom and individualized topics include faculty bias and anxiety; classroom expectations; inclusion of students; regular review of syllabus, classroom norms, and curricula; anonymous grading; incorporation of contributions from a range of diverse scientists; the importance of addressing social justice in science; and personal bias awareness.
Amy J. Reese
Associate Professor, Department of Basic Sciences, University of Health Sciences and Pharmacy in St. Louis
Saturday, November 20 • 11:30 AM–2:00 PM EST
Integrating Science and Language with All Students, Including Multilingual Learners
According to the Next Generation Science Standards (NGSS), science and engineering practices (e.g., develop models, argue from evidence, construct explanations) are also language intensive for all students, especially English/multilingual learners. In recent years, there have been fundamental shifts in thinking about both science and language learning from an asset-based perspective. Using classroom examples, this presentation will address how science and language instructional shifts are mutually supportive in promoting both science and language learning with a focus on multilingual learners.
Professor of Childhood Education; Steinhardt School of Culture, Education, and Human Development; New York University
Educator, Hinsdale, IL
Saturday, December 4 • 11:30 AM–2:00 PM EST
Social Justice and Equity in Science Classrooms
Social Justice and Equity in Science Classrooms will provide concrete examples for educators of how to include equity work in their science classrooms to allow students to explore how systems of oppression work, are maintained, and impact the body and application of science. These examples will also help students navigate how they can be agents of change and how communities can effectively organize to resist the impacts of larger systems of oppression. Examples will focus on secondary science courses but can be applied to science courses in other grades as well.
Paulianda Jones, PhD.
Chair of Science Department, Marymount School of New York
Chemistry Teacher, Ethical Culture Fieldston School, Bronx, NY
Biology Teacher, The Dalton School, New York, NY
Annie Kloimwieder, PhD.
Director of Science Research, Marymount School of New York
Saturday, December 18 • 11:30 AM–2:00 PM EST
Strategies for Raising Equity and Activating SEL in Science and STEM Education
In this interactive session, science teachers will consider their students' social and emotional learning (SEL) for both in-person and remote lessons. Using the Equity and SEL Integration in Lessons Framework, they will learn the basics and foundational principles for improving their capacity to help students with their SEL.
Adjunct Professor, Old Dominion University, Norfolk, VA; Lead Coach at Lifelong Learning Defined, Richmond, VA; and Education Coach, Author, and Advocate