This session disseminates learnings from an early-phase STEM project of the federal Education Innovation and Research (EIR) program. A joint effort of the Community Training and Assistance Center (CTAC) and Tracy Unified School District in California, the multi-year project centers on the development and implementation of integrated STEM curricular units to every student in each grade level, pre-kindergarten through grade twelve. Developed by local teacher leaders, each 4- to 8-week unit centers on a design challenge, clusters the ETS and other NGSS standards related to that challenge, and requires students to develop a computational artifact as a part of demonstrating their learning. The project is enriched through the participation of community leaders who bring local industry experiences to students within each unit, and is supported through strategic work teams. Come see how this systemic reform is bringing equitable STEM experiences to all students PreK-12. Leave inspired with ide

TAKEAWAYS:
1. How one district approaches integrated STEM; 2. What an integrated STEM unit feels like; and 3. How one district supports and builds accountability for equitable STEM instruction.

SPEAKERS:
Scott Reynolds (Community Training and Assistance Center (CTAC): Boston, MA)

Sponsoring Company: VEX Robotics

STEM education needs to be inclusive. This workshop will discuss research proven methods for why STEM can help improve student participation in the classroom. Jason McKenna, Director of Education at VEX Robotics, will include examples and techniques that teachers can use in their own classroom.

SPEAKERS:
Jason McKenna (VEX Robotics: Pittsburgh, PA), Drew Ostry (Marketing Director: Greenville, TX)

We will present activities developed for high-need urban schools (elementary and middle school focus) that lead to weather, ecology, life cycles, and water quality classroom discussions and ask attendees to challenge us to match activities to their needs.

TAKEAWAYS:
No matter what a school’s environment, urban or rural, students can be engaged in Earth systems study to prepare them to be stewards of the Earth.

SPEAKERS:
Sara Feit (Research Scientist - Project Manager: Boston, MA), Peter Garik (Boston University: Boston, MA)

As education professionals seek to engage with Tribal entities to support Youth, they need resources to help ensure that they are stepping respectfully and intentionally. Learn about an Un-guidebook, supported by 100kin10, to help non-Native education professionals engage with Tribal entities.

TAKEAWAYS:
After this session, STEM educators will know more about building relationship with indigenous communities, and how both formal/OST, educators can use the Un-guide to create the first steps of a relationship with Tribal entities in their community and better support Tribal learners, especially youth.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc: No City, No State), Melinda Higgins (U.S. Dept. of Energy - Fossil Energy & Carbon Management: Washington, DC)

Sponsoring Company: Carolina Biological Supply Company

Why is science discourse important? How does it impact improving equity in a science classroom? How do teachers implement this strategy? Learn the answers to these and other questions as you explore engaging (STCMS) lessons from the Smithsonian. Leave with resource materials.

SPEAKERS:
Cory Ort (Carolina Biological Supply Co.: Burlington, NC)

In this session, the presenters will share specific strategies and an intentional design for preparing elementary STEM teachers to create inclusive and equitable STEM classroms.

TAKEAWAYS:
Participants will learn about specific strategies to create inclusive STEM classrooms. Elementary STEM educators will model ways in which they have revised curriculum and integrated specific STEM pedagogy that is inclusive, culturally sustaining, and rooted in social justice.

SPEAKERS:
Bonnie Maur (Sacred Heart University: Fairfield, CT)

Project-based learning, a strategy used in STEM education, improves student outcomes across racial and socioeconomic backgrounds and reading and language proficiency levels (LER, 2021).

TAKEAWAYS:
Participants will experience project based learning while working to solve a real world problem.

SPEAKERS:
Falicia O'Mard (K-12 District STEM Coordinator: Suwanee, GA)

This uniquely inspiring and collaborative session invites participants to engage in the deep individual and collective work needed to transform educational systems and build a culture of responsiveness. This session offers an integrated approach between trauma-informed care, cultural competency, and restorative-resiliency practices. Strategies will be offered to ensure a fully restorative and healing-centered culture that is apparent in policy and action.

TAKEAWAYS:
Understand the impact of trauma on learning and advancing equitable policies for reducing adverse childhood experiences Embrace the power of social emotional learning to grow

SPEAKERS:
Marisol Quevedo Rerucha (National Parents Union: San Diego, CA)

STEM is a way of thinking and engaging in STEM skill-building activities can help students become better STEM thinkers. Every student benefits from these opportunities, but access is not equitable. Experience STEM skill-building activities that can be done with students of any age in any classroom.

TAKEAWAYS:
By the end of this session, participants will understand why it is important to provide opportunities for every student to develop STEM skills and simple ways to engage students in STEM thinking.

SPEAKERS:
Dodie Resendez (Region 4 Education Service Center: Houston, TX)

This session is presented by members of the Georgia Science Teachers Association Board of Directors and shares ways to incorporate literacy in science lessons using inclusive teaching strategies. The session will be a panel presentation that addresses using a broad range of analogies, a mix of textual and visual representations, inclusion of examples that include both women and ethnic minority groups, students with disabilities, use of funds of knowledge, a variety of learning exercises and assessments and the use of rubrics. Justin Harvey (GSTA Director) is submitting this proposal on behalf of the GSTA Board, but he is not one of the presenters. The panel of presenters include: Teresa Massey, GA District 10 Director Robert Bice, GA District 1 Director Jane Reed, District 2 Director Michelle Thompson, District 8 Director Kathryn Mullen, District 12 Director Melissa Niemi, GSTA President-Elect

TAKEAWAYS:
Participants will see how the need to consider diversity is important for all students learning science. Participants will gain research-based strategies for integrating diversity in science lessons that meet the needs of all learners.

SPEAKERS:
Teresa Massey (Graduate Student), Michelle Thompson (Effingham College and Career Academy: No City, No State)

What does equity look like in Elementary Science & Engineering instruction? Through this interactive experience, participants will explore the meanings of equity & diversity and examine strategies instructional leaders can use to increase equity in the elementary science classroom.

TAKEAWAYS:
Learners will leave with a clear understanding of three-dimensional science instruction, causes of inequity in science education, and applicable strategies instructional leaders & teachers can use to increase equity in science education in their classrooms.

SPEAKERS:
Felicia Pratt (Atlanta Public Schools: Atlanta, GA), Warren Edwards (Atlanta Public Schools: Atlanta, GA), Lindiwe Ngubeni (Atlanta Public Schools: Atlanta, GA)

We’ll explore key stances, strategies, and resources for supporting elementary students to learn about and take collective action in response to authentic socio-ecological challenges.

TAKEAWAYS:
Young learners are capable of consequential and justice-centered learning about social, political, environmental, and climate issues. Concerns about “developmental appropriateness” can perpetuate dominant forms of science and invisibilize marginalized students’ lived experiences.

SPEAKERS:
Rae Han (EarthGen: No City, No State), Pranjali Upadhyay (Educational Service District 112: Vancouver, WA)

Our outreach program leveraged the 5E instructional model to deliver an authentic laboratory experience throughout underserved areas of our school district. Pilot results demonstrate significant gains in student learning and high interest in repeat opportunities.

TAKEAWAYS:
Attendees will be able to identify successes and struggles experienced in the implementation of a district wide STEM outreach program. Participants will take away a model of STEM outreach and an example lesson that can be easily implemented through a small team, even across a large school district.

SPEAKERS:
Emily Heath (Student: Warrenville, SC), Kamani Barnes (Student: Warrenville, SC), Javaris Lightsey (Student: Warrenville, SC), I'Layna Highsmith (Student: Warrenville, SC), Ny'Aja Clemons (Student: Warrenville, SC), Alexandria Martin (Student: , SC), Christie Palladino (Teacher: Warrenville, SC)

Explore a socially engaged approach to engineering as you interact with lessons designed to help students consider how engineering connects to their lives and impacts stakeholders’ communities and cultures.

TAKEAWAYS:
Socially engaged engineering situates engineering in its larger societal context and helps students recognize how a range of stakeholders benefit or are harmed by engineering solutions. Through such work, students develop empathy and perspective-taking as well as more robust solutions.

SPEAKERS:
Christine Cunningham (Museum of Science, Boston: Boston, MA)