1. 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

2. 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 

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

4. We are collectively…..

5. THE 911 of STEM Education

6. The Cost of the “STEM Crises”

7. 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

8. 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

9. 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?

10. 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

11. 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”

12. 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

13. 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”

14. 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”

15. 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”

16. 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)

17. 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

18. 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

19. 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!

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

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