Built on the idea that, "you can't give what you don't have" (Heibert, 2018), we have intentionally designed our STEM teacher preparation pathway using the NSTA pillar of sensemaking. The undergraduate STEM major integrates the four pillars of sensemaking across the STEM curriculum and is brought together through a seminar to support culturally sustaining STEM teaching. We will share intentionally designed curricular ideas, investigations across the various fields of study (computer science, engineering, biology, chemistry, and mathematics), field experiences, mentorship and research opportunities for our NSF Noyce Scholars and STEM majors. This will be co-presented with undergraduate students and mentor teachers so participants will get an idea of the collaboration and design across various contexts. As STEM teacher educators, we must design and model sensemaking with supports and scaffolding so that our STEM graduates are confident in designing and revising curriculum that holds sensemaking and culturally sustaining pedagogy at the core (Emdin, 2021; Emdin 2022, Paris, 2012).
Participants will take away specific strategies for designing STEM teacher preparation built on a foundation of sensemaking and culturally responsive pedagogy.
Kristin Rainville (Sacred Heart University: Fairfield, CT), Bonnie Maur (Sacred Heart University: Fairfield, CT), Sydney Worthen-Jenkins (Sacred Heart University: Fairfield, CT), Nicole Hebert (Sacred Heart University: Fairfield, CT)