This interactive session will highlight a summer professional learning course designed to prioritize social justice in the K-12 STEAM classroom. While most teachers held social justice orientations, Rightful Presence (Calabrese Barton & Tan, 2020), provided important connection to teaching practice.

TAKEAWAYS:
Teachers in the course used reflection and robust discussion to examine and identify their educational bias, teaching philosophies, and socially just teaching practices in STEAM. This interactive session will share strategies and reflection practices for teachers to bring back to their classrooms.

SPEAKERS:
Meltem Alemdar (CEISMC, Georgia Institute of Technology: Atlanta, GA), Katie Boice (Georgia Tech, CEISMC: Atlanta, GA), Ti'Era Worsley (The University of North Carolina at Greensboro: No City, No State), Justina Jackson (CEISMC, Georgia Institute of Technology: Atlanta, GA)

Knowles Engineering teachers co-developed and piloted a scaffolded framework for integrating social justice into engineering design that we are excited to share with the NSTA community. Come ready to explore how to empower your science students through intentional engineering curriculum design!

TAKEAWAYS:
Attendees will interact with examples of empowered engineering curriculum, as well as apply the framework to their own classroom. Teachers will leave with concrete ideas for how to incorporate more social justice work into their own engineering curriculum in manageable and expanding ways.

SPEAKERS:
Katey Shirey (edukatey: Washington, DC), Emily Berman (Global STEM Challenges Program)

Indigenization is receiving global attention. Why should we be concerned with Indigenizing and decolonizing our science instruction? Attend this panel discussion to learn how and why different countries are Indigenizing their science teacher preparation, science curricula, and science teaching.

TAKEAWAYS:
In order to advance the process of reconciliation with Indigenous peoples, it is essential that we Indigenize and decolonialize our curriculum and our teaching methodologies. This panel discussion will present ways Indigenizing the curriculum is being done in various international contexts.

SPEAKERS:
Patricia Morrell (Head School of Education: St. Lucia, 0)

Who belongs in marine sciences? Why does it matter? Join the NMEA Equity & Belonging committee for an interactive session which aims to advance dialogue on social equity & justice in these spaces. This session is for educators who are passionate about integrating marine concepts in their practice.

TAKEAWAYS:
The personal and professional narratives shared by the presenters will highlight tools and strategies to shift the power dynamics in your science classroom. A curated collection of resources to support more just and equitable science teaching practices will be shared.

SPEAKERS:
Rae Quadara (The University of Southern Mississippi Marine Education Center: No City, No State), Janice Williams (Pinnacle Education Services /NMEA /COLC: No City, No State)

Learn how the STEM4Real Lesson Study (LS) can empower teachers to meet needs of diverse learners, especially those with disabilities and underrepresented communities. A case study with a court and community school shows how LS aids in the creation of NGSS-aligned culturally responsive lesson plans.

TAKEAWAYS:
Use a justice centered lesson plan template that connects to students’ lived experiences and identities, creates a learning experience where students from underrepresented communities feel seen and heard and cultivates a community affirming the inherent value of all people, regardless of background.

SPEAKERS:
Marie Gorman (STEM 4 Real: San Francisco, CA)

We will share how we implemented current educational research to create a learning environment that supports learners of all abilities.

TAKEAWAYS:
Attendees will understand the educational research supporting a shift away from traditional grading and describe methods of implementation that address issues of equity, differentiation, peer interactions, and more.

SPEAKERS:
David Frangiosa (Pascack Valley Regional High School District: Montvale, NJ)

Our session will support science teachers in discovering and incorporating diverse and relevant experiences so ALL students can see themselves as scientists. We will review culturally responsive science instructional practices.

TAKEAWAYS:
1. Explore the tenets of Culturally Responsive Science Teaching; 2. Understand how all learning is cultural and the importance of access to diverse representation; and 3. Explore the components and values of an inclusive science classroom and the need for students need to see themselves.

SPEAKERS:
Tonya Woolfolk (Houston County Schools: Perry, GA), Patricia Morgan (Georgia State University: Atlanta, GA)

Designing for justice means centering inquiry on phenomena that cross the artificial boundary between human and natural systems. The result is instruction that not only teaches students to understand the natural world, but broadens their perspectives on how humans fit into natural systems, what constitutes science, and what they can accomplish using science. In high school, some of the design problems that students are noticing in the world may feel overwhelming, but breaking them down using the ideas and practices of science can help students find hope and resilience. For example in OpenSciEd HS, students ask: Where should we focus efforts on treatment and prevention of cancer? What can we do to make driving safer for everyone? How can we slow the flow of energy on Earth to protect vulnerable communities? To answer these, students must use science ideas and practices to understand/think creatively about design problems that emerge from complex systems at the nature-human divide.

TAKEAWAYS:
NGSS-designed instruction that is oriented toward justice can not only teach students to understand the natural world, but broadens their perspectives on how humans fit into natural systems, what constitutes science, and what they can accomplish using science.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Samantha Pinter (Norwalk Public Schools: Norwalk, CT), Jamie Noll (BSCS Science Learning: Colorado Springs, CO)

Grounding in culturally-sustaining STEM as an asset pedagogy in context of an informal learning setting, we will focus on lessons learned in a Gullah community and share curriculum examples along with recommendations for culturally based STEM programs through the lens of our project’s stakeholders.

TAKEAWAYS:
Participants will (1) understand that within the STEM disciplines culture is a part of and embedded within underserved and underrepresented groups and communities and (2) identify ways to design and integrate community assets into project-based learning experiences.

SPEAKERS:
Fenice Boyd (Chair and Professorr: Columbia, SC), Regina Ciphrah (Verbalizing Visions, LLC)

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)

Research suggests that a more diverse geoscience workforce that reflects our nation's demographics can better equip us to effectively meet our country’s future energy needs. Such a workforce can be cultivated by implementing key strategies for recruiting and educating future diverse STEM leaders.

TAKEAWAYS:
This session will discuss successful strategies to foster increased engagement of underrepresented groups in geoscience and related careers.

SPEAKERS:
Ashanti Johnson (STEM Human Resource Development: , OK)

The session will consist of modeling how to flip a traditional classroom. Participants will learn how to create a Pear Deck, use Screencatisfy and EdPuzzle to flip their classroom.

TAKEAWAYS:
Participants will walk away with the basic knowledge of how to flip their classroom and be able to implement the strategies immediately into their classroom so that they are able to increase equity and inclusion.

SPEAKERS:
Cecelia Gillam (Hahnville High School: La Place, LA)

Much of the technology around us has been designed for persons with different needs. We can now set an alarm just by asking a device to do so. We can enter stores without touching doors, and read captions for the news on television while listening to music on earbuds. Online curriculum needs to mirror this type of access to give all students the ability to engage with content. Can the visually impaired student in a biology classroom use a microscope? Where are videos with captions for hearing impaired students? Can a student with limited dexterity independently access interactive slides? Deliberate planning of online lessons and selective use of virtual resources can help foster your students’ independence and alleviate barriers. Come learn from the experts.

TAKEAWAYS:
All students have unique needs in regards to online learning. Deliberate planning of online lessons and selective use of virtual resources can help foster your students’ independence and alleviate barriers.

SPEAKERS:
Christopher Like (Iowa Department of Education: No City, No State), Jennifer Bliss (Iowa Educational Services for the Blind and Visually Impaired: Council Bluffs, IA)

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)

Listen, reflect and be challenged by district leaders who are leading change in the composition of high school Science and Math classrooms. Walk in the footsteps of DAV, a Biology student, as she is introduced to an educational experience designed to challenge her and her teachers' self-efficacy.

TAKEAWAYS:
The session will addressing some of the Systemic Barriers to Advanced Placement STEM Courses and future careers in STEM fields and reflect on ways we are changing the teacher and student efficacies about “math and science persons”

SPEAKERS:
Alina Castillo (Chapel Hill-Carrboro City Schools: Chapel Hill, NC), Valerie Sellars (Chapel Hill-Carrboro City Schools)

The WISE (Women in the STEM Economy) Women NOLA Mentorship program is a robust STEM mentorship program designed to expose, engage, and inspire young women to enter STEM careers

TAKEAWAYS:
Attendees will learn how to develop, engage, and implement a STEM focused mentorship for high school aged young women through an education-business partnership.

SPEAKERS:
Daphine Barnes (GNO, Inc.: New Orleans, LA)

Equity-mindedness and meaningful inclusion is achieved with identification and belonging in the biology curriculum. This NSF-funded research project uses the lived experiences and narratives of Black heritage and Gullah-Geechee African Americans to facilitate the learning of biology concepts.

TAKEAWAYS:
Attendees will learn about the connection between identification and belonging and equitable classroom practices and science content. The research literature is used to describe how the emergent themes from the free curriculum resources shared brings equity into the biology lesson.

SPEAKERS:
Catherine Quinlan (Howard University)

We focus on students’ science mindset vary over time when engaged in science inquiry activities and is there a difference between male and female students? Our quantitative research shows that the use of scientific inquiry as a teaching method directly impacts a females science growth mindset.

TAKEAWAYS:
A female's science identity weakens if elements such as self-efficacy, interest, and willingness to challenge themselves are missing. As students become more familiar with scientific inquiry, there is a deeper understanding of the science content, reducing the gender science achievement gap.

SPEAKERS:
Dr. Jennifer Hooper (East Central High School: San Antonio, TX)

Engaging all students in STEM activities using culturally relevant inquiry-based teaching practices.

TAKEAWAYS:
Participants will be able to define inquiry-based learning as culturally responsive/relevant teaching and identify characteristics of cultural competency in science teachers.

SPEAKERS:
Rochelle Darville (West St. John High School: Edgard, LA)

Elders begin with storytelling that builds foundational knowledge, which leads to a familiar phenomena. This is followed by ongoing formative assessment that evaluates the progress during inquiry process. This, along with removing barriers to learning, results in an enjoyable, healing classroom.

TAKEAWAYS:
Construction of a rigorous, inquiry-driven, student-centered, culture-based classroom is demonstrated. With removal of the 10 most common barriers to learning, success is possible for all students. With the addition of humor and celebration, you will have a healing classroom that can change lives.

SPEAKERS:
Joel Truesdell (Kamehameha Schools Hawaii Campus: Keaau, HI)

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)

This session will feature a combination of presentation and interactive activities to provide classroom teachers with immediate feasible and practical implementation strategies to support all learners in their general education science classrooms.

TAKEAWAYS:
Attendees will leave this session with research-based and practical pedagogies of how they can support all learners, including students with disabilities in their general education science classrooms in their very next lessons.

SPEAKERS:
Lauren Madden (The College of New Jersey: Ewing, NJ), Dina Secchiaroli (Professional Learning Specialist: No City, No State), Sami Kahn (Princeton University: Princeton, NJ), Jonté Taylor (Penn State: University Park, PA), Lacey Huffling (Georgia Southern University: Statesboro, GA), Michele Koomen (Research Professor: No City, No State)

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

TAKEAWAYS:
Approaches to identify and honor student lived experiences and cultures in STEM classrooms and communities

SPEAKERS:
Zachary Cue (UCLA STEM+C3 and Science Project), Richard Huynh (Science Coach: No City, No State), Justin Betzelberger (UCLA Science Project: Los Angeles, CA)

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)

Queer people have been and are still marginalized in science and the world. Come learn simple tricks and strategies to affirm and represent LGBTQIA+ students in your classes. Teachers and teacher leaders of all grade ranges are welcome, but especially middle and high school educators.

TAKEAWAYS:
Attendees will learn how to affirm and represent queer identities so students feel safe, supported, and inspired to engage in science. Attendees will learn simple yet impactful methods to create classrooms that acknowledge and celebrate the diversity of their students.

SPEAKERS:
Jamie Kubiak (The Bronx High School of Science: Bronx, NY)

Equip all students with the ability to succeed. Two high school teachers pair up to create lessons for special education biology students to focus on student achievement.

TAKEAWAYS:
Gain ideas and strategies to help reach all students at all levels of learning.

SPEAKERS:
Jessica Minton (Houston High School: Germantown, TN)

Marginalized groups have been historically overlooked in the typical classroom. Normalizing the classroom includes a shift in educator mindset, language, and behavior. What does this look like in a science classroom, often led by non-marginalized teachers?

TAKEAWAYS:
Culturally responsive tools to implement in your classroom right away

SPEAKERS:
Bridget Sparks (Princeton City Schools: No City, No State), Rashanna Freeman (Princeton High School: Cincinnati, OH), Melinda Cottrell (Princeton High School: Cincinnati, OH)

Justice-centered science instruction is a critical process for building transformative, empowering classrooms. The Climate Justice Toolkit for K-12 Educators provides resources and planning templates for creating community-driven, justice-centered science learning experiences for students.

TAKEAWAYS:
Classroom learning experiences that center local issues impacting students and their communities are more engaging and meaningful for students, especially for students traditionally underrepresented and underserved by science education.

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

Foster digital-age STEM learning ecosystems that address the 5 Cs (critical thinking, communication, collaboration, creativity, and culture) and close the digital divide for multilingual learners in the STEM classroom. Cultivate equitable, authentic, and digital learning environments.

TAKEAWAYS:
By emphasizing the six literacy domains (listening, speaking, reading, writing, viewing and representing), teachers can engage multilingual learners in STEM practices that position students and teachers as "co-inquirers' in the learning process. Explore opportunities that support sensemaking.

SPEAKERS:
Maria Cieslak (Center for Applied Linguistics: Washington, DC)

Come learn how to use what we know about brain science to weave culturally responsive teaching and learning into science classrooms! We will explore tools to help all students become independent, successful learners who are active participants in their own learning. Resources provided.

TAKEAWAYS:
Teachers can use what we know about brain science to create culturally responsive learning environments by igniting student interest, making learning relevant to students, providing students with opportunities to actively process what they have learned, and giving them multiple chances to review.

SPEAKERS:
Janet MacNeil (Cambridge Public Schools: No City, No State)

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)

The STEM Scholar program was created to aid in the goal of diversifying the STEM workforce, by supporting the best and brightest students from underrepresented populations in their pursuit of STEM. Our program’s goal is to increase the number of diverse students from underrepresented populations graduating with degrees in STEM, through recruitment and retention efforts, and leadership development, while strengthening TCU’s academic community and contributing to Diversity, Equity, and Inclusion (DEI) initiatives. The foundation for these scholar’s success is laid during the required Summer Enrichment Program (SEP). The SEP is a four-week experience, designed to acclimate students to the rigors of STEM and higher education. During the summer program our students complete a 3-credit hour critical thinking course in STEM, live on campus, maintain on campus employment and participate in a variety of professional, metacognitive, and personal development experiences.

TAKEAWAYS:
Participants can pull from a real-life case study on how to lay the framework for supporting, assessing, and creating a successful program that promotes retention of underrepresented student populations as they pursue education and careers in STEM.

SPEAKERS:
Zoranna Jones (Assistant Dean: Fort Worth, TX), José Luis Cano (Graduate Assistant: Fort Worth, TX), Brianna Edwards (Assistant Director of Institutional Effectiveness: Fort Worth, TX)

Join the education staff from Detroit’s historic Belle Isle Aquarium to discover exciting ways to identify, recruit, and host diverse career role models to inspire your students, whether you’re teaching face-to-face, virtual, or in hybrid mode.

TAKEAWAYS:
A. Greater understanding of how STEM role models can have a significant positive impact on young learners; B. Practical steps for teachers to design STEM career connections from their own communities that richly connect to students' lives; and C. Access to novel STEM career role model resources—vide

SPEAKERS:
June Teisan (InnovatED 313: No City, No State)

Equitable science classroom experiences are vital to developing actively engaged students who will solve the significant problems of our time. What must educators do to ensure they promote the development of student interest and identity in science, equipping students to confront these challenges?

TAKEAWAYS:
This session will provide resources teachers can use to assess how their current classroom practices affect providing equitable classroom experiences for all students.

SPEAKERS:
Katina White (University of Arkansas for Medical Science: No City, No State)

Join us in sharing YOUR concerns for enhancing equity and access in classrooms, schools, or districts. Learn what NSTA, and others, are doing or providing for STEM equity, as potential resources. Experience an equity-enhancing strategy that may be useful for your equity toolkit.

TAKEAWAYS:
Participants will share and learn what others are doing, as they listen to the challenges and accomplishments of their equity efforts. Being with like-minded individuals, they will be encouraged and supported in a confidential, safe environment. Knowing that one is not alone is always comforting

SPEAKERS:
Jerry Valadez (Fresno State and SAM Academy CSW)

Attendees will participate in a lesson designed to engage students in the issues created by climate climate change and inequity in different communities. Students will use technology, visual literacy skills by evaluating graphs and maps to find meaning; constructing explanations and share ideas.

TAKEAWAYS:
Students will be able to use a Social-Scientific Issue related to climate change to foster interest in the science of climate change. We will use the Philadelphia temperature data to interpret and identifying the impacts of climate change differ by income level, as well as how nature plays a role.

SPEAKERS:
Eric Gold (School District of Philadelphia: Philadelphia, PA), Michelle Beech (William Penn School District: Lansdowne, PA), James Whetzel (The School District of Philadelphia: Philadelphia, PA), Susan Chan-Peter (William Penn Charter School: Philadelphia, PA)