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STEM Dreams in Motion - Episode 4

Eugene Judson — Mon, 09 Dec 2024 17:48:50 +0000

STEM Dreams in Motion - Episode 4

Eugene Judson Mon, 12/09/2024 - 12:48

STEM Dreams in Motion - Episode 4

Description

This series of videos highlights contemporary stories of refugees who are considered role models for their tenacity and accomplishments. Each story sheds light on journeys to becoming a STEM professional in the United States.

Episode 4 features two Congolese brothers who grew up in a refugee camp and are currently STEM college students.

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

Project Curricula Details

Topic(s)

Youth Motivation and Interests in STEM

Website

https://youtu.be/NnoOzlwuZ7I?si=I-bgUnStP-u8ipLk

Discipline(s)

Other

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Beatriz Perret — Tue, 28 May 2024 14:25:58 +0000

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Beatriz Perret Tue, 05/28/2024 - 10:25

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Description

A resurgence of Indigenous political cultures, governances and nation-building requires generations of Indigenous peoples to grow up intimately and strongly connected to our homelands, immersed in our languages and spiritualities, and embodying our traditions of agency, leadership, decision-making and diplomacy. This requires a radical break from state education systems – systems that are primarily designed to produce communities of individuals willing to uphold settler colonialism. This paper uses Nishnaabeg stories to advocate for a reclamation of land as pedagogy, both as process and context for Nishnaabeg intelligence, in order to nurture a generation of Indigenous peoples that have the skills, knowledge and values to rebuild our nation according to the word views and values of Nishnaabeg culture.

Publication details: Leanne Betasamosake Simpson. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellioustransformation. Decolonization: Indigeneity, Education & Society Vol. 3, No. 3, 2014, pp. 1-25

PUBLICATION DETAILS

Type

Article

Publication Website URL

https://jps.library.utoronto.ca/index.php/des/article/view/22170

File Attachment(s)

PDF File: Land as pedagogy: Nishnaabeg intelligence and rebellious transformation

Publication Year

2014

Discipline(s)

Other

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Beatriz Perret — Tue, 28 May 2024 14:14:56 +0000

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Beatriz Perret Tue, 05/28/2024 - 10:14

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Description

In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an analysis of the pedagogies of walking, observing and talking lands and waters to outline principles of Indigenous making and sharing in youth-based learning environments.

To cite this article: Filiberto Barajas-López & Megan Bang (2018) Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program, Equity & Excellence in Education, 51:1, 7-20, DOI: 10.1080/10665684.2018.1437847

PUBLICATION DETAILS

Type

Article

Publisher

Equity & Excellence in Education Journal

Publication Website URL

https://www.tandfonline.com/doi/full/10.1080/10665684.2018.1437847

Topic(s)

Maker

File Attachment(s)

PDF File: Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Publication Year

2018

Discipline(s)

Engineering

Other

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Tilanka Chandrasekera — Thu, 25 Apr 2024 19:12:08 +0000

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Tilanka Chandr… Thu, 04/25/2024 - 15:12

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The project utilized VR and AR for immersive learning and 3D printing to materialize students' designs, enhancing their spatial understanding and creativity. A co-design process involving educators, community members, and students ensured culturally relevant content. Community-defined hackathons with these technologies promoted engagement and practical application, making the program a model of innovation in STEM education for Native American youth.

Pillar 2: Partnerships for Career and Workforce Preparation.

The project partnered with three Tribal Nations and after-school educators in Oklahoma, integrating cultural knowledge into STEM education. It offered professional development for educators on using VR, AR, and 3D printing, ensuring effective teaching of these technologies. Community-defined hackathons engaged students and families, highlighting practical tech applications and fostering interest in STEM careers. These partnerships enhanced career preparation and workforce readiness among Native American youth.

Pillar 3: Strategies for Equity in STEM Education

The project promoted equity in STEM by developing a culturally responsive curriculum and integrating advanced technologies like VR, AR, and 3D printing to engage Native American students. It included community and family in learning, offered targeted professional development for educators, and continuously adapted teaching methods. These strategies ensured inclusive education, reflecting students' cultural heritage while equipping them with relevant skills for future careers in STEM.

Discipline(s)

Other

Target Gradespan(s)

Middle school (6-8)

Target Participant(s)

Youth / students

Educators

Parents / caregivers / families

American Indian/Alaska Native participants

Project Setting(s)

Informal Education

Category

Developing and Testing Innovations (DTI)

Stimulating GIS Careers through Geospatial Explorers

Steven McGee — Thu, 25 Apr 2024 11:06:51 +0000

Stimulating GIS Careers through Geospatial Explorers

Steven McGee Thu, 04/25/2024 - 07:06

Stimulating GIS Careers through Geospatial Explorers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

At the core of the GSS project is support for student spatial analyses using ArcGIS online, which is the most widely-used professional GIS tool. ESRI provides ArcGIS licenses for free to K12 students. The GSS project has co-designed lessons with teachers to provide structured scaffolding that helps students develop basic GIS skills and through those skills, students are able to investigate a variety of personally-relevant topics. We are also exploring the use of an AI chatbot that can guide students’ use of ArcGIS.

Pillar 2: Partnerships for Career and Workforce Preparation.

GIS is one of the fastest growing segments within the IT field. Students have the opportunity to develop their spatial reasoning abilities, a key skill for STEM career success. The GSS project has developed career profiles of 8 GIS professionals in Chicago, published through Futurum. Teachers have incorporated this guide into their GIS lessons to give students a vision of careers in GIS. Our research has shown that students' who were exposed to GIS through the career guides had higher expectancies of success in GIS.

Pillar 3: Strategies for Equity in STEM Education

Through iterative co-design between teachers and researchers, 92% of the GIS-infused lessons were judged to be culturally responsive. Our work serves diverse CPS students—in our most recent GIS-infused unit, 33% of students identified as black and 23% identified as Latinx. Students’ perceptions of equity in their GIS-infused classes predicted expectancy of success in computer science (CS) and interest in taking more CS courses. In addition, 100% of the students in Puerto Rico identify as Hispanic.

Discipline(s)

Computer and informational technology science

Data Science

Other

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Project Setting(s)

Formal Education

Category

SPrEaD

Equitable Access to STEM Career Pathways

Chong Park — Thu, 25 Apr 2024 01:02:32 +0000

Equitable Access to STEM Career Pathways

Chong Park Wed, 04/24/2024 - 21:02

Equitable Access to STEM Career Pathways

Pillar 1: Innovative Use of Technologies in Learning and Teaching

To examine the development of STEM career identities among Latinx youth, we have incorporated an online platform “Pixton,” which allows youth to create their own stories using different characters and comic strip templates. The platform provides a wide array of avatar options that represent different races, ethnicities, and cultures, helping youth create a character that reflects how they see themselves.

Pillar 2: Partnerships for Career and Workforce Preparation.

By leveraging Sociedad Latina's expertise in culturally responsive programming and deep connections within the community, the project was able to effectively engage and support historically underrepresented Latinx middle school students in developing their STEM identities and career aspirations.

Pillar 3: Strategies for Equity in STEM Education

To promote equity in STEM education, the project employed several key strategies: (1) integrating STEM skill-building with personalized career exploration and planning, (2) using career narratives and comics to foster STEM identity development, and (3) adapting the program to address challenges posed by COVID-19. These strategies aimed to increase access, engagement, and success for historically underrepresented Latinx youth in STEM pathways.

Discipline(s)

Other

Target Gradespan(s)

Middle school (6-8)

Target Participant(s)

Hispanic/Latino participants

Project Setting(s)

Informal Education

Category

Developing and Testing Innovations (DTI)

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Merijke Coenraad — Wed, 24 Apr 2024 19:27:31 +0000

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Merijke Coenraad Wed, 04/24/2024 - 15:27

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Our project utilizes the network visualization tool Net.Create (https://netcreate.org/) to provide opportunities for students to create data visualizations of subject-area content. These visualizations provide unique data representations through which students and teachers have the opportunity to engage with data literacy concepts and content knowledge while also exploring connections between themselves, the content, and their peers.

Pillar 2: Partnerships for Career and Workforce Preparation.

Through the novel opportunity to engage with Net.Create and data visualizations, our project introduces students to the ways in which network visualizations and networking are central to common technologies and integral to many career paths. Building on our partner district’s existing computational thinking and STEAM pathways, this work provides students with deeper exploration of skills needed for careers and workforce opportunities related to data literacy and network visualizations.

Pillar 3: Strategies for Equity in STEM Education

Our project explores how network visualizations can heighten student engagement in learning by integrating student interests, content knowledge, and data literacy. Through the integration of student interests and identities, the lessons and visualizations are more responsive to students and they are able to see themselves reflected within the data literacy and subject-area content. Further, teachers learn about students’ individual and collective identities and interests from what they share within the visualizations.

Discipline(s)

Data Science

Other

Target Gradespan(s)

Middle school (6-8)

Target Participant(s)

Youth / students

Project Setting(s)

Formal Education

Category

Developing and Testing Innovations (DTI)

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Rebecca Ellis — Wed, 24 Apr 2024 18:47:23 +0000

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Rebecca Ellis Wed, 04/24/2024 - 14:47

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The project is refining the StoryQ app and developing a Markov Chain model app to help students visualize text classification and text generation AI models. The use of these models is integrated into secondary disciplinary courses for maximum access and relatability.

Pillar 2: Partnerships for Career and Workforce Preparation.

By leveraging the intrinsic connections between AI and disciplines already taught in schools, the project envisions a series of learning opportunities, presenting discipline-specific scenarios for students to dive deep into aspects of AI and to develop awareness and interest in various AI applications and careers.

Pillar 3: Strategies for Equity in STEM Education

This project will create an effective, scalable, and sustainable exemplary program for high school students, especially those underrepresented and underserved in the field of AI, to develop foundational knowledge of AI and interest in AI-rich careers.

Discipline(s)

Computer and informational technology science

Data Science

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Interdisciplinary

Mathematical sciences

Other

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Black/African American participants

Hispanic/Latino participants

Students eligible for free lunch or reduced-price lunch

Project Setting(s)

Formal Education

Category

Developing and Testing Innovations (DTI)

Welcome to the World Smarts STEM Challenge!

Amaris Mohammad — Wed, 24 Apr 2024 13:17:14 +0000

Welcome to the World Smarts STEM Challenge!

Amaris Mohammad Wed, 04/24/2024 - 09:17

Welcome to the World Smarts STEM Challenge!

Pillar 1: Innovative Use of Technologies in Learning and Teaching

World Smarts provides students with an opportunity to utilize and engage with educational technologies that support communication, collaboration and simulate global workforce environments and scenarios. The official program tools include Canvas – Instructure, Pronto, Flipgrid, Zoom and Microsoft Teams. The program also offers and encourages students to use other school-approved tools for increased accessibility and usability considering each classroom setting and context. Educators are trained on how to use these tools.

Pillar 2: Partnerships for Career and Workforce Preparation.

The project engages school partners and STEM professionals to support students’ engagement throughout the exchange. Partnerships with schools aid the facilitation of student supports, e.g. community services hours for career development. STEM professionals serve as mentors, guest speakers, and consultants to inspire students’ STEM learning, provide technical advice, and offer insights on pursuing STEM/ICT careers. Students prepare and present at an expo where they practice public speaking to a diverse global audience.

Pillar 3: Strategies for Equity in STEM Education

A robust outreach plan and recruitment strategy engages educators and students from diverse and underrepresented backgrounds, including Black, Hispanic, economically disadvantaged and female students. Outreach to public schools includes showcasing diverse role models and collaborating with industry for real-world experiences. Educators engage in IREX-led training focused on implementation, inclusive facilitation methods, and fostering an environment that recognizes and respects diverse learning styles.

Discipline(s)

Chemistry

Computer and informational technology science

Data Science

Engineering

Environmental sciences

Geosciences

Interdisciplinary

Life sciences

Mathematical sciences

Physics and astronomy

Other

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Girls (or women)

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Native Hawaiian/Pacific Islander participants

English learners

Students eligible for free lunch or reduced-price lunch

Participants with disabilities

Other

Project Setting(s)

Formal Education

Informal Education

Other

Category

Developing and Testing Innovations (DTI)

Scale-Up

Youth-Based

Neuroscience for Neurodiverse Learners (NNL)

Lyla Crawford — Tue, 23 Apr 2024 22:20:16 +0000

Neuroscience for Neurodiverse Learners (NNL)

Lyla Crawford Tue, 04/23/2024 - 18:20

Neuroscience for Neurodiverse Learners (NNL)

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Researchers at the UW’s Center for Neurotechnology, one of the project partners, are leaders in computational analysis, human-computer interfaces, wireless power, and other exciting innovations that have the potential to improve the lives of individuals who have been injured through accidents, stroke, or disease. These emerging technologies are incorporated into hands-on, inquiry-based activities and cooperative learning opportunities for neurodiverse students.

Pillar 2: Partnerships for Career and Workforce Preparation.

The NNL project is led by the UW’s Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center and the Center for Neurotechnology (CNT). DO-IT has experience in developing hands-on programs for youth with disabilities, while the CNT boasts world-class research and a highly-rated, innovative neuroscience education program. The project incorporates cutting-edge neuroscience into activities designed to educate students about pursuing degrees and careers in neuroscience and other STEM fields.

Pillar 3: Strategies for Equity in STEM Education

NNL deploys key interventions for bringing students from underrepresented groups into STEM fields. These include hands-on experiences, work-based learning, research opportunities, real-world experiences, mentoring for students, and training for educators. Project interventions have been intentionally designed to address challenges often faced by neurodiverse STEM learners and workers. Participation in program activities encourages neurodiverse students to pursue neuroscience, and more broadly, STEM careers.

Discipline(s)

Other

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Participants with disabilities

Project Setting(s)

Informal Education

Category

Developing and Testing Innovations (DTI)

Other

STEM Dreams in Motion - Episode 4

STEM Dreams in Motion - Episode 4

STEM Dreams in Motion - Episode 4

Description

Project Curricula Details

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

Description

PUBLICATION DETAILS

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Description

PUBLICATION DETAILS

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Native American Middle-school Students Afterschool STEM (NAMSAS) program

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Engaging Native American Students in STEM Career Development Through a Culturally-Responsive After-School Program Using Virtual Environments and 3-D Printing

Engaging Native American Students in STEM Career Development Through a Culturally-Responsive After-School Program Using Virtual Environments and 3-D Printing

Stimulating GIS Careers through Geospatial Explorers

Stimulating GIS Careers through Geospatial Explorers

Stimulating GIS Careers through Geospatial Explorers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Adapting and Implementing a Geospatial High School Course in Career and Technical Education Clusters in Urban Settings

Adapting and Implementing a Geospatial High School Course in Career and Technical Education Clusters in Urban Settings

Equitable Access to STEM Career Pathways

Equitable Access to STEM Career Pathways

Equitable Access to STEM Career Pathways

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Network Science for All: Positioning Underserved Youth for Success in Pursuing STEM Pathways

Network Science for All: Positioning Underserved Youth for Success in Pursuing STEM Pathways

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Visualizing Funds of Identity while Exploring Data Literacy Concepts

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Integrating Students' Interests, Identities and Ways of Knowing with Network Visualization Tools to Explore Data Literacy Concepts

Integrating Students' Interests, Identities and Ways of Knowing with Network Visualization Tools to Explore Data Literacy Concepts

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Integrating Language-Based AI Across the High School Curriculum to Create Diverse Pathways to AI-Rich Careers

Integrating Language-Based AI Across the High School Curriculum to Create Diverse Pathways to AI-Rich Careers

Welcome to the World Smarts STEM Challenge!

Welcome to the World Smarts STEM Challenge!

Welcome to the World Smarts STEM Challenge!

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Exploring Key Predictors of STEM/ICT Career-related Outcomes Using the World Smarts STEM Challenge Model that Incorporates Global Engagement and Mentorship

Exploring Key Predictors of STEM/ICT Career-related Outcomes Using the World Smarts STEM Challenge Model that Incorporates Global Engagement and Mentorship

Neuroscience for Neurodiverse Learners (NNL)

Neuroscience for Neurodiverse Learners (NNL)

Neuroscience for Neurodiverse Learners (NNL)

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Neuroscience for Neurodiverse Learners

Neuroscience for Neurodiverse Learners