Roni Ellington, PhD 2016 Noyce Summit July 21, 2016 A Framework for Understanding Research and Practice in STEM Education: Focus on Diversity and Inclusion Roni Ellington, PhD 2016 Noyce Summit July 21, 2016

Thank You for the Invitation! It is my pleasure and honor to be here today! I am deeply moved that you thought I had something worth sharing 

The Leaky Pipeline The numbers for minorities and women are even more dismal! And for minority women, no comment!

We are collectively…..

THE 911 of STEM Education

The Cost of the “STEM Crises”

The “having gap” The Gap Current Results Inclusion Results Sense of Belonging Viable and Sustainable Partnerships Faculty Collaborations Appropriate Student Support Adequate Resources for Course Design and Alignment

How do we Put the Steam in STEM? STOP “Criminal Malpractice” that fuels the Leaky STEM PIPELINE A New Vision of STE(A)M Education Transcending Boundaries A Transformative Framework for STEM education

Core Question… How can we TRANSFORM how we see our work, who we are and what we DO as STEM educators that will make a difference?

A Transformative Framework for STEM Education Student Identity, Agency, and Resiliency Teacher Professional Development and Empowerment Utilizing and Contributing to Community Social and Cultural Capital Transformative School Practices and CIA

Student Identity and Agency Resiliency Community Conscious STEM identity Positive Self-efficacy Academic Self Concept Sense of Belongingness Student Engagement Empowerment Empowered Peer Support Message: “I am a competent and courageous STEM learner”

Classroom Strategies Connecting classroom experiences to the lived realities of students Social Justice based learning experiences Ways of knowing reflective activities Structured study groups that empower learners Activities that address race, class, sex, and ability Challenge dominant narratives and encourage counter narratives in courses University-wide activities that promote positive identities and inclusive culture

Transformative School-Based Practices Caring teachers, school personnel and community Culturally Relevant Curriculum and Pedagogy Transdisciplinary Programs, Practices and Partnerships Problem-Based Learning Experiences Social Justice Focused Curriculum Message: “STEM Education is Critical, Vital and Relevant to me, my communities and solving real problems”

Classroom Strategies Problem Based Learning activities Interdisciplinary learning experiences Repositioning content in curriculum and expanded focus on context and student development Culturally responsive teaching strategies (Gay, 2000) Challenges to Absolutist and Positivist frameworks of knowledge Confronting notions of “the other”

Teachers PD and Empowerment Creating Positive Learning Environments for minority students in STEM Addressing the Social Cultural Positioning of students Relationship and Partnership Building Transdisciplinary Teacher Training and PD Professional Communities of Practice Message: “Teachers are more than content experts, they are game changers, agents of transformation, and critical partners in developing our children”

Strategies Ongoing willingness to reflect on one’s personal practice in the context of privilege, power and positionality Activities that connect course content to relationship building and addressing issues of privilege, power, and positionality (historically, socially, politically, ect) Address systemic issues and power differentials Professional communities of practice and affinity groups as “safe space” to discuss diversity related challenges and opportunities Understanding intent vs impact, particularly related to microaggressions, and accountability to marginalized communities Reframing achievement gap discussion to education debt (Ladson-Billings, 2006)

Utilizing and Contributing Community Social and Cultural Capital Real Partnership Building (School, Community, Business, Non-profit) Business Role models and mentors Mentoring and Academic Support Programs Learning Experiences connected to community concerns and issues Message: “ We recognize that education occurs in historic, cultural, social , and contexts, and I draw on the rich resources of the community to enhance the teaching and learning in STEM and the development of children. We partner with communities in all that we do

Classroom Strategies Increased awareness of the impact of social, cultural and economic capital on student learning outcomes Identify sources of community capital and how these can be used in deepening students understanding of content Building learning experiences that are grounded in the social and cultural capital of various communities Partnering with community in building course curriculum and instruction

Intention: The Key to Results 7 EMBODYING 6 KNOWING 5 COMMITTING 4 BELIEVING 3 ASKING 2 WANTING 1 WISHING 0 INDIFFERENCE -1 RESIGNED -2 AVOIDING -3 DENYING -4 RESISTING -5 SUPPRESSING -6 REJECTING -7 SABOTAGING An intention is the message you give yourself about what you’re planning on doing. It is how much and what type of energy you have for a particular purpose or task. Your energy will flow wherever your intention goes, and since everything is energy your intention is what creates your reality. Take a look at the intention scale. Identify the level of intention that you currently have based on the Inventory Then select the level of intention needed to reach your goals The IG: Is the intention gap, to reach your goal you must fill that gap!

A Bold Challenge…… See yourselves as Agents of Transformation by: Thinking outside the box, together.

Thanks… For Your listening to my thoughts and bringing these ideas to your discussion groups. The Result……