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)

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)

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)

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)

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)

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)

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 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)