- Year 2022
- NSF Noyce Award # 2150899; 2050388; 1852724
- First Name Kristin
- Last Name Rainville
- Institution Sacred Heart University
- Role/Position PI, Co-PI, Associate Professor
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience STEM
- Target Audience Co-PIs, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, School District Administrators, Undergraduate and/or Graduate Noyce Scholars
- Topics Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning
- Session Length 45 minutes minutes
- Additional Presenter(s)
Bonnie Maur (maurb@sacredheart.edu), Sydney Worthen Jenkins, Nicole Hebert, & Abigail Lupinacci
Goals
1. Participants will learn about an innovative STEM undergraduate major for future elementary teachers; 2. NSF Noyce Scholars will share culturally sustaining pedagogical strategies and experiences in STEM classrooms in “high needs” districts;
Evidence
We have designed a five year program that combines and undergraduate STEM major and MAT program that graduates STEM prepared elementary teachers. One of the undergirding principles is culturally responsive (Ladson Billings) and sustaining (Paris) practices. Noyce Scholars explore the work of scholars like Christpher Emdin, Gloria Ladson Billings, and Django Paris to design STEM lessons, and teach from an orientation that is culturally sustaining and rooted in social justice. The Noyce Scholars will co-present with their professors about the ways in which they are scaffolded to critically think, plan, and teach with their host classrooms. Master Mentors are also supported in in expanding their thinking through professional learning focused on culturally sustaining STEM pedagogies.
Proposal
In this session, participants will explore the development of an innovative STEM major and 5-year education program designed for STEM-prepared elementary teachers. NSF Noyce Scholars will share the ways in which they have explored culturally sustaining STEM pedagogy and applied teaching from a social justice stance in their classroom placements. Structures and strategies that support pre-service STEM teacher’s development will be shared including: early apprenticed classroom experiences, summer internships, working with master mentors and community-based STEM explorations.
