2017 SACNAS National Diversity in STEM Conference

Opportunities

2017 SACNAS is a conference like no other. Equal parts science, culture, and community, 2017 SACNAS is the largest diversity in STEM conference in the country, with three days of cutting-edge science, training, mentoring, and cultural activities for scientists at all levels and disciplines. For over 40 years, the Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) has been the leading multicultural and multidisciplinary STEM diversity organization in the country. 

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Curriculum and Community Enterprise for Restoration Science (CCERS) Project featured on NSF Science Nation

News

Dr. Lauren Birney and staff of the ITEST project "Curriculum and Community Enterprise for New York Harbor Restoration in New York City Public Schools" were recently featured on the National Science Foundation's Science Nation online magazine, in the article "Hands-on learning research that benefits the economy, environment."Click here to read the full article on NSF's website, or view the video below.

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ITEST Project STUDIO: Build Our World Receives Communications Award

News
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STELAR congratulates ITEST collaborative research project, Creating a STEM Pipeline for Low Income and Immigrant Youth, also known as STUDIO: Build Our World, for receiving a silver medal in the 2017 Council for the Advancement and Support of Education District VIII Communication Awards for the project video appearing below. STUDIO: Build Our World is an after-school STEM mentoring partnership between the University of Washington (UW) 3DL

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AEA Dialogues on Race and Class in America

Opportunities

The American Evaluation Association (AEA) will be hosting a series of national dialogues to reflect and promote positive actions on the deeply rooted, and structurally intertwined issues behind the headlines that propel racial, ethnic, and class disparities in our society. These complimentary discussions will bring evaluators, policy analysts, and applied researchers together to discern ways to proactively engage entrenched issues as the nation goes from one headline making incident to the next.

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STELAR Year in Review: 2016

News
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STELAR released the following publications featuring the work of the ITEST community in 2016: Next Generation STEM Learning for All: Envisioning Advances Based on NSF Supported Research: a report on the one-day NSF-supported Forum, organized by EDC and SRI International. ITEST Syntheses: four reports that synthesize findings from ITEST projects over 13 years. STEM Learning Games and Game Design in ITEST Projects highlights 12 projects that

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Drawing on Place and Culture for Climate Change in Native Communities

Publications

Chapter in Mueller, M. & Tippins, D. (Eds.) EcoJustice, Citizen Science and Youth Activism: Situated Tensions for Science Education. Springer International Publishing.Book description: This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy. It uses ecojustice to evaluate the holistic connections between cultural and natural systems, environmentalism, sustainability and Earth-friendly marketing trends, and

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The Fish Weir: A Culturally Relevant STEM Activity

Publications

Curriculum and instructional strategies that are personally meaningful are key to engaging students from diverse ethnic and cultural backgrounds.A “one size fits all” approach to curriculum development does not always translate to accessible education for many students, particularly in science,technology, engineering, and mathematics (STEM) education. Meaningful and relevant activities that demonstrate a direct application of STEM to the lives of students or their communities can increase engagement in STEM. Specifically, students are more likely to relate to instructional activitiesthat draw

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Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other

Publications

Access to science, technology, engineering, and mathematics fields serves as a key entry point to economic mobility and civic enfranchisement. Such access must take seriously the intellectual power of the knowledge and practices of non-dominant youth. In our case, this has meant to shift epistemic authority in mathematics from academic institutions to young people themselves. This article is about why high school-aged students, from underrepresented groups, choose to participate in an out-of-school time program in which they teach younger children in the domains of mathematics and computer

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