- Year 2022
- NSF Noyce Award # 1950036
- First Name Paige
- Last Name Evans
- Institution University of Houston
- Role/Position PI, Co-Director and Clinical Professor, teachHOUSTON
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological Sciences, Chemistry, Computer Science, Geosciences, Mathematics, Physics
- Target Audience Co-PIs, Evaluators/Education Researchers, Higher Education Institution Administrators, Other Faculty/Staff, Project PIs, School District Administrators
- Topics Community Building: Supporting Teacher Educators and Pre-Service Teachers, Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning
- Session Length 75 minutes minutes
- Additional Presenter(s)
Donna Stokes, Leah McAlister-Shields, & Jacqueline Ekeoba
Goals
Participants will learn how to foster a community to support culturally responsive STEM Teachers
Evidence
This is a qualitative study grounded in Narrative Inquiry. Data was collected through observations, interviews and focus group interviews.
Proposal
The teachHOUSTON program, will highlight their Noyce Track 1 Grant, Advancing Cultural and Computational Engagement in STEM Scholars or UH-ACCESS for short. To support scholars in incorporating Culturally Responsive Pedagogy (CRP) into their lessons, the PI team created a Teacher Interest Group (TIG). The purpose of the TIG is to build community, offer support, and provide opportunities to participate in community events incorporating a culturally responsive context to help scholars teach underrepresented student populations and connect to their communities. The TIG provides experiences that help preservice teachers build CRP into their STEM classroom curricula and co-curricular activities which may help them make connections between the curriculum and equity/social justice issues in their communities. Through purposeful interactions, project work, and personal connections to community leaders involved in social justice advocacy, scholars are exposed to and engaged in activities that inform and improve their practice of culturally inclusive educational pedagogies as future STEM educators. As part of this session, participants will have the opportunity to engage in activities that have been incorporated into TIG meetings. Past and future topics as well as the structure of the TIG will be shared. Lastly, feedback from scholars who attend the TIG sessions will be provided.
