Join us to see how OpenSciEd’s materials can help build science learning experiences anchored in compelling phenomena and in important community and global problems. OpenSciEd high school uses a storyline approach that emphasizes coherence from the student perspective. Participants will explore the curricular routines, discourse strategies, and comprehensive assessment system that support equitable participation

TAKEAWAYS:
OpenSciEd HS's storyline approach, curricular routines, student discourse strategies, and assessment systems work together to help students build equitable science learning experiences.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Michael Novak (Northwestern University: Evanston, IL), Kate Henson (University of Colorado Boulder: Boulder, CO)

This session will outline work that Saint Paul Public Schools, BSCS Science Learning, and OpenSciEd have done to adapt OpenSciEd materials to support standards implementation and district equity goals. The session will explain key considerations and modifications needed to align materials with domain-specific standards, while maintaining curricular coherence from the students’ perspective. The team will share professional learning strategies to develop teachers’ professional capacity to use the goals and key instructional elements of OpenSciEd as lenses for enhancing standards alignment and enhancing the meaningfulness of students’ learning. The team will share features of responsive partnerships that attend to local context and support teachers and leaders as they shift classroom practices and partner together in the adaptation work. Participants will then apply lessons learned to consider implementing or adapting OpenSciEd curriculum in their local contexts.

TAKEAWAYS:
Participants will learn what considerations are important for developing a well-crafted plan for implementing and adapting OpenSciEd for use in their local contexts. Presenters will highlight key resources that can be instrumental for supporting desired shifts.

SPEAKERS:
Michael Novak (Northwestern University: Evanston, IL), Whitney Mills (BSCS Science Learning: Colorado Springs, CO), Abraham Lo (BSCS Science Learning: Colorado Springs, CO), Molly Leifeld (Saint Paul Public Schools: Saint Paul, MN), Matt Krehbiel (OpenSciEd: New York, NY)

Session Objectives: -Provide an opportunity for science education leaders to network and share ideas. -Identify critical issues facing science education and discuss potential solutions. -Inspire and motivate attendees to continue working to improve science education. The session will be held in a relaxed and informal setting. Attendees will have the chance to network and chat with other leaders in the field and identify pressing issues for groups of attendees to discuss. Presenters will facilitate small group table discussions on some of these critical issues. The session will be followed by a discussion period where attendees can share their thoughts and ideas that resonated most with their table groups.

TAKEAWAYS:
Participants will gain insights and perspectives from science education leaders from across the country. This will help them to better understand the challenges and opportunities facing science education today, and to develop strategies for improving science education in their own communities.

SPEAKERS:
Trisha Herminghaus (Alaska Science Education Consultants: Anchorage, AK), Matthew Christiansen (Oceanside High School #7: Oceanside, NY)

Three first year elementary teachers will share their stories of the science educational journey they’ve begun. They will share their ah-ha moments, key learnings, and challenges from their adventures: taking their first science methods course, attending and presenting at their first national NSTA conference last summer, completing their student teaching experience, and beginning their first year of their educational career. Their stories of teaching science in the elementary classroom can provide insight on the demands of elementary teachers, the challenges they face related to science instruction, and the solutions they’ve designed to ensure their students engage in science in their classrooms. The session will provide an authentic perspective on how they are working to be change agents for elementary science education. The session will be moderated by their elementary science methods professor, who continues to serve as a mentor on their journey.

TAKEAWAYS:
Teachers face a variety of challenges when it comes to science instruction in the elementary classroom. These stories will provide an authentic lens to view these challenges and how these teachers are working to change the narrative of science education in the elementary classroom.

SPEAKERS:
Ava Hauser (Rising STAR Elem Sch: Shawnee Mission, KS), Abigail Depperschmidt (Solomon USD 393: No City, No State), Beth Pesnell (Kansas State University: Manhattan, KS)

Centering learning around local phenomena can foster sustainable futures when learning is framed in larger global systems thinking and principles. The SDGs provide a framework of 17 central goals that help to foster thriving and sustainable communities. The SDGs are used across many different nations to raise awareness, engage people in action around critical needs for fostering thriving communities, and innovate solutions for our shared futures. This session will explore the SDG framework and its connections to potential local phenomena that connect to learning standards. Participants will be supported to consider examples of how this framework can be used for teaching students about sustainability, climate solutions, and green economy transitions that are critical to our shared future. We will draw on resources and experiences from partner organizations across the nation and the world.

TAKEAWAYS:
After learning about the SDGs, participants will explore the interrelationships between the SDG Framework and local phenomena for use in their own teaching.

SPEAKERS:
Deb Morrison (University of Washington), Brian Mandell (Smithsonian Science Education Center: Washington, DC), John Olson (Metropolitan State University: Saint Paul, MN)

Learn how one district moved from individual teachers' curriculum-based professional learning to adopting and implementing high-quality instructional materials in middle school classrooms district wide. Hear the story from different perspectives within our multi-tiered system.

TAKEAWAYS:
Practical guidance for moving your multi-tiered system forward with implementation of high-quality instructional materials.

SPEAKERS:
Richard Bacolor (Wayne RESA: Wayne, MI), John Tafelski (Assistant Superintendent: Allen Park, MI)

Models engage students, promote critical thinking, and help students connect abstract concepts to real-world phenomena. This session will promote using the science and engineering practice of developing and using models as a technique to explore concepts, promote sense making, and demonstrate student understanding. Presenters will include modeling techniques that have been successfully used in both rural and urban chemistry classrooms to help students better understand complex concepts within storyline units. The use of simulations, hands-on activities, physical manipulatives, drawings, and technology will be demonstrated. The benefits of models used as an equitable tool will be examined using student data and examples. Sample chemistry storylines will be used to show how student coherence builds throughout the unit with the use of models. Strategies for teachers will be provided to help students develop better models, and a discussion of formative assessment value will be stressed.

TAKEAWAYS:
Attendees will leave with various modeling strategies to implement into their chemistry courses. This will promote student sensemaking and more equitable evaluations of student ideas.

SPEAKERS:
Jennifer Jones (Ogallala High School: Ogallala, NE), Christine Gustafson (Millard South High School: Omaha, NE)

The session aims to enhance leaders’ knowledge and skills to become effective change agents within their organizations. By leveraging systems thinking, leaders will be better positioned to create systems conditions that support every child. This approach goes beyond isolated interventions, emphasizing the importance of systemic change to ensure lasting impact. This session offers an exceptional opportunity to explore the transformative potential of systems thinking and its practical application. The session will empower science leaders to apply systems-level thinking within their own educational settings. Leaders will delve into the features of systems change mapping, a powerful tool for disrupting the deprioritization of science in K-12 systems. By understanding the entry points and dynamics of one’s system, leaders can strategically identify and address the barriers that hinder equitable access to quality science education.

TAKEAWAYS:
Participants will engage in applying systems-level thinking to their own contexts as a high-leverage strategy for driving equitable change, and will gain a deeper understanding of the features of systems change mapping for disrupting the deprioritization of science in K-12 systems.

SPEAKERS:
Vanessa Lujan (The Lawrence Hall of Science: Berkeley, CA), Sarah Pedemonte (The Lawrence Hall of Science: Berkeley, CA)

My first years of teaching Physics at Title 1 schools in Memphis were challenging. Many of my students were very behind, especially in math. However, I developed 5 strategies to make learning physics accessible and they completely transformed my classroom. 1. “Building Block” Method The biggest breakthrough in my classroom was breaking long problems down into building blocks. I will show how to do this with a sample forces unit. 2. Pre-manipulated equations I will share an equation sheet that shows all forms of each equation. It is a game-changer for students who struggle with algebra. 3. Setting-Up for Success I will model a consistent way to help students stay organized on different types of problems. 4. Simplifying Motion I will illustrate how to solve motion problems using simpler notation and simpler equations. 5. Simplifying Circuits I will show how to use the “routes method” so students can solve most circuits in a more conceptual way.

TAKEAWAYS:
Teachers will come away from this session with strategies that they can immediately implement in their classrooms to make physics more accessible and engaging, especially for their lower-level learners.

SPEAKERS:
Jack Replinger (FormerTeacher / Founder: , WA)

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TAKEAWAYS:
Gain strategies and resources to support your evaluation and instructional coaching cycles.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA)

The population of Latinx students is rapidly growing in the United States, yet Latinas are underrepresented in STEM careers compared to their peers of other identities. This could be in part due to the deficit-based ideology that has historically been utilized when describing this group's success in academic disciplines. This presentation will highlight the findings of a recent qualitative study that asked Latina STEM undergraduate students to reflect on their sources of persistence in high school STEM coursework. The study participants’ responses were correlated with Yosso's (2005) “Community Cultural Wealth Model" to identify their unique sources of strength and persistence in STEM. The study findings will serve as the foundation for recommendations to be made for the implementation of equitable and asset-based shifts to promote Latinas’ persistence and success in STEM at the secondary levels.

TAKEAWAYS:
Using an asset-based approach, participants will engage in social justice-themed conversations to equitably encourage Latina high school students’ persistence in STEM coursework. Ready-to-use strategies will be featured to promote greater perseverance in STEM for Latinas.

SPEAKERS:
Nicole Vitello Lowell (Charles H. Barrows STEM Academy: North Windham, CT)

Building classroom culture is essential for students to collectively make sense of phenomena. Students need to buy into the idea that each of their ideas is crucial for pushing the class forward. In this session, we highlight strategies for co-creating community agreements. We also report on challenges we have encountered in our classrooms, which strategies we have found to be successful, and which tend to turn students off. We highlight how, as culture challenges arise throughout the year, we can return to these community agreements to reground our classroom. The facilitator will begin the session with a brief overview of OpenSciEd’s view of the teacher's role in instruction and community-building, which will then be followed with a guided panel featuring experienced teachers in using storylines, and finally open Q&A.

TAKEAWAYS:
Participants will understand how community agreements and other strategies are used in OpenSciEd and other high school classrooms to support collective and equitable sensemaking.

SPEAKERS:
Dan Voss (Northwestern University: Evanston, IL), Kerri Wingert (Good Question Research: Boulder, CO), Rachel Patton (Denver Public Schools), Nina Blanton (Educator: , MO), Calvin Atkins (Bellingham High School: Bellingham, WA), Sarah Evans (Olathe South High School: Olathe, KS)

This session will focus on sharing instructional modules that have been developed to facilitate relationships between herbaria and high school students to highlight the importance of plants and preserving botanical specimens. Many times plants are overlooked or considered less significant than animals. This research-backed perspective is known as Plant Awareness Disparity. These free, research-based modules allow students to investigate their own botanical history by connecting with plants that are important to them and their families, then experience the entire process of collecting, mounting, cataloging, and digitizing their specimen. There are 10 modules that are aligned with the NRC K-12 Framework and heavily rely upon student-centered and place-based learning. All participants will be given access to the modules and encouraged to interact with the module developers as they implement the activities.

TAKEAWAYS:
Many times, plants are overlooked and considered less significant than animals. This is known as Plant Awareness Disparity. Participants in this session will learn about free instructional modules that will help high school students connect with plants through exploring their own botanical history.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

To realize the vision of the Next Generation Science Standards and NRC’s Framework for K-12 Science Education, the NEXUS Academy for Science Curriculum Leadership (a project of WestEd and BSCS Science Learning) developed three guiding equity principles for leaders to consider. These equity principles are integrated with other leadership knowledge bases to support science leadership work to ensure equitable outcomes for all learners as part of implementing high-quality science curriculum. In this session, participants will 1) experience a sample leadership learning experience to reflect on their values and approaches to equity work; 2) engage with the NEXUS Equity Principles and make connections to their own ideas and science leadership roles; 3) consider how the specific tools and resources shared could influence their science leadership work in their context.

TAKEAWAYS:
Beliefs, knowledge, context, and lived-experiences shape approaches to equity work. The NEXUS Academy for Science Curriculum Leadership has developed Equity Principles to consider and intertwine with other leadership knowledge bases as leaders work to ensure equity for all learners in the system.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Colorado Springs, CO), Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO), Janna Mahfoud (BSCS Science Learning: Colorado Springs, CO)

Participants will gain experience evaluating student learning across the three dimensions using authentic student work samples. Discussion will focus on lesson-level three-dimensional performance expectations and what counts as evidence of student understanding for the three dimensions targeted by the assessment task. We will also use data collected from these student work examples to identify patterns/trends teachers can use to inform instruction to ensure all students have access to science learning.

TAKEAWAYS:
Participants gain experience using the NSTA Student Work Analysis Protocol (open educational resource) and can share the protocol and application with colleagues in their school/district.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA), Kristin Rademaker (NSTA: Arlington, VA)

STEM SAIL Ohio project team members will share how this grant-funded work is supporting science education in Ohio through focused regional partnerships. The discussion will include topics like: The Appalachian STEM Collaborative, a STEM Ecosystem that serves some of Ohio’s neediest students and has demonstrated exceptional growth in the wake of COVID-19. The DreamSTEM Educator Summer Externship Program, where teachers participate in business and industry activities and learn how those roles connect with their own content area. “STEM Stories” of teachers like Mark, a computer science teacher at an Ohio high school whose Game Design students are developing job training simulations for a local factory. Participants will see the immense value of cross-sector collaboration to advance classroom and workforce connections in STEM fields. They will be inspired to seek professional and industry connections to strengthen the classroom-workforce pipeline in their own schools and communities.

TAKEAWAYS:
Participants will learn about the STEM SAIL Ohio project from the perspective of program designers, STEM ecosystem partners, and Ohio educators. They will hear examples of activities designed to support teachers and student success, and will be encouraged to connect with their nearest STEM ecosystem.

SPEAKERS:
Sadie Norwick (TIES: No City, No State), Christa Krohn (Director of Learning Systems: , OH)

Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development. We will share one district’s journey to engage teachers in developing NGSS-aligned common assessments focused on SEPs, access, and equity.

TAKEAWAYS:
Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development with a focus on SEPs, access, and equity.

SPEAKERS:
Julia Smith (Riverside Unified School District: Riverside, CA)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

Findings from this qualitative narrative inquiry that explored the lives of six women participants in an indoor agriculture associates in applied science (AAS) program in the United States, tell the stories of their memorable science experiences. The narrative process of restorying the women’s memorable science experiences gave voice and agency to their lives and provided perspective on the lives of women who have persisted and succeeded within the newly emerging STEM field of indoor agriculture. Narrative threads that emerged from the women’s stories included family and school influence, their pivotal and transformational participation in the indoor agriculture AAS program, and a theme of identity around science identity construction. Concerning their participation in this narrative inquiry process, the women conveyed appreciation for the opportunity to reflect upon and give voice to their memorable science experiences while making sense of their lives in the process.

TAKEAWAYS:
Gain viewpoints into the lives of women who have persisted and succeeded in the newly emerging STEM field of indoor agriculture, better understanding the themes of family and school influence, pivotal and transformational experiences in indoor agriculture, and science identity construction.

SPEAKERS:
Dr. Kim Kolasa (Assistant Vice-President, Partnership Development)

Curious about establishing sustainable relationships within rural communities? Join NASA Science Activation members who live and work in rural communities for an interactive discussion about building reciprocity, relationships, and project sustainability while enhancing NASA STEM education experiences for learners of all ages. To broaden participation and learn about the vast knowledge and practices shared among the members, NASA conducted interviews with the awarded project members working with rural communities, coded their stories, and found emerging themes. NASA Science Activation aims to share the lessons learned, solutions, challenges, and recommendations of these projects, which may assist you by providing best practices for engaging your community; providing diversity, equity, inclusion, and accessibility tips for reaching underserved audiences, and providing opportunities to enlist NASA support and bring subject matter experts into your classroom or school district.

TAKEAWAYS:
Participants will receive connections to NASA subject matter experts working with rural communities as well as virtual resources and future opportunities for classroom support and collaboration.

SPEAKERS:
Rachael Arens (Curriculum Specialist: Bennington, NE), Matthew Cass (Physics and Astronomy Instructor: Sylva, NC)

As science teachers, we understand the importance of innovation in driving progress and economic growth. However, many students living in high-barrier areas across the country lack access to the resources and opportunities necessary to participate in the innovation ecosystem. This presentation proposes strategies for expanding the innovation ecosystem and engaging these underserved students in innovation activities. We will discuss the Innovation Atlas, a valuable resource for identifying innovation clusters and potential partnerships. We will also explore ways to connect students with innovation centers, industry mentors, and entrepreneurship programs. By expanding the innovation ecosystem and breaking down barriers, we can inspire the next generation of innovators and ensure that all students have the chance to contribute to our shared future.

TAKEAWAYS:
Our mission is to inspire inclusive U.S. innovation and global competitiveness. This starts in the K-12 classrooms by identifying and breaking down barriers that prevent students from learning how to be inventors and innovators.

SPEAKERS:
Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Kathleen Lanman (U.S. Patent and Trademark Office: Alexandria, VA)

The need for identification and belonging in the scientific community begins in the biology curriculum. This requires an understanding about belonging and meaningful inclusion that supports equitable classroom practices and equitable science content and pedagogy. The emergent themes from ethnographic interviews, archival data, and science explorations were used to provide exemplary biology lessons using lived experiences. These lessons are supported by the three dimensions of the Next Generation Science Standards. In this presentation the NGSS Nature of Science understandings such as “Science is a Way of Knowing,” “Science is a Human Endeavor,” and “Science Addresses Questions About the Natural and Material World,” will be emphasized. This presentation will also focus on the rationale and benefit to teachers and students for developing equity-mindedness, and an understanding of belonging, for meaningful inclusion using implementation examples provided.

TAKEAWAYS:
Attendees will learn about the connection between identification and belonging, and equitable classroom practices and science content. The research literature and biographies of scientists are used to describe how the emergent themes brings equity into the biology lesson.

SPEAKERS:
Catherine Quinlan (Howard University)

In this presentation, I will describe how an action research study with a phenomenological qualitative design can be used to examine reasons that reluctant Black students use to not register with advanced science classes. My session will describe how to employ a community of inquiry to identify and remove barriers for underrepresented students. Qualitative data from focus group interviews with student participants will be presented, and I will show how a community of inquiry can analyze data. Attendees will learn about school changes proposed by a community of inquiry to reduce or mitigate barriers that underrepresented students encounter. I will also explain the benefits of iteratively revised proposals based on student participant feedback. Additionally, the implementation of proposed school changes will be discussed.

TAKEAWAYS:
Qualitative research provides educators with direct knowledge from reluctant participants. This session provides attendees with tools to assist in problem-solving and removing barriers for underrepresented students in advanced science classes.

SPEAKERS:
Diane Vrobel (Archbishop Hoban High School: Akron, OH)

This presentation outlines a summer research program for high school students that integrated social-emotional learning with STEM research methods. Due to the impact of remote learning during the pandemic, students lost opportunities for rich science research experiences out of school, which impacted their interest in science and engineering. The 8-week summer program included an internship at a university research lab with practicing scientists and engineers, with daily opportunities for SEL activities, such as mindfulness strategies, goal setting, collaboration, communication, and feedback on specific 21st-century skills using a job readiness rubric. The program culminated in students presenting research posters to a community of faculty, students, and parents, which allowed them to communicate scientific research in a formal setting. We share the program development, implementation, and key outcomes related to self-efficacy, 21st-century skills, and science research skills.

TAKEAWAYS:
How to develop a program that engages students in authentic science and engineering research while explicitly incorporating SEL strategies.

SPEAKERS:
Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)

Come see a successful online professional learning model that promotes collaboration around universal problems of practice. Each session allows educators to learn about new strategies implemented in classrooms, debrief in job-alike roles, share resources, and develop a plan to refine their practice.

TAKEAWAYS:
Participants will gain access to tools and resources for use in classrooms from both a teacher and instructional coaching role, as well as work on how they might make use of these resources for their own learning, learning within their own PLCs, or to develop a community of their own.

SPEAKERS:
Amy Johannsen (Southeast Polk High School: Pleasant Hill, IA), Jason Martin-Hiner (Keystone Area Education Agency: Elkader, IA)

The purpose of this program is to develop an understanding of the problem of gender disproportionality as it impacts enrollment in advanced STEM courses. Quantitative and qualitative data will be reviewed along with the foundation for the development of models and intervention strategies school districts can develop to begin to reverse this trend. Advanced Placement Physics-C Potential was used as a factor to determine which female students to target for intervention, with the anticipated result being a more proportional enrollment in the targeted advanced STEM course. The research revealed that an encouraging message from school counselors, teachers, and peers, delivered along with awareness of individual AP Physics-C Potential, can promote an increased level of female student enrollment in advanced STEM courses such as AT or AP Physics and reduce the phenomenon of gender disproportionality which precipitated this study.

TAKEAWAYS:
Research-backed models of intervention to reduce gender disproportionality will be presented, along with strategies for implementation by school districts.

SPEAKERS:
Richard Stec (West Windsor-Plainsboro High School: Hamilton, NJ)

In this presentation, we will be reviewing how our district has built a STEM Pathway program that has developed a community of STEM learners and led to the creation of programming opportunities both inside and outside of the classroom that builds knowledge of STEM careers, foster STEM skills, and ultimately begins to create a community of real-world problem solvers. In addition to discussing the programs, we will discuss how we have leveraged community resources, how the program has branched out to create other unique STEM opportunities for our students and has ultimately allowed us to close the gender gap for STEM in our schools, reach our diverse population, and promote our founding belief that STEM is for all.

TAKEAWAYS:
Attendees will leave with resources and tangible ways to build a STEM community and provide a variety of opportunities for all students to participate and deepen their understanding of the STEM field.

SPEAKERS:
Kelly Curtiss (Coordinating Supervisor of Mathematics, Computer Science, and Business: Parsippany, NJ), Rachel Villanova (Parsippany-Troy Hills Township Schools: Parsippany, NJ)

Education is one of five key elements of Social Determinants of Health that have a huge impact on quality of life. Ensuring good physical & mental health is essential to learning. While some schools have excellent health education programs, a large number have limited time and resources for providing health education. An efficiently effective method is to address health questions within the routine science curriculum. For example: In Biology: How does Gonorrhea become multidrug resistant? In Chemistry: How does the chemical structure of penicillin lead to its effectiveness? In Physics: How do seatbelts and airbags affect “Impulse” so crashes can be survivable? Answering these and many other questions provides health information to your students which can help them make more informed decisions. School leadership and science teachers are in an excellent position to promote curriculum incorporated, evidence-based health education using the practical solutions provided by Dr. Lucas

TAKEAWAYS:
Dr. Lucas will address essential topics such as sex ed., substance use, physical self care and mental health. He will offer effective strategies for incorporating these topics into your existing science curriculum to advance overall student well being.

SPEAKERS:
John Lucas (Lucas Health Consulting: Bethesda, MD)

The need for student identification and belonging in the scientific community begins in the biology curriculum. This requires the use of scientific practices to facilitate sensemaking that supports equitable classroom practices and equitable science content and pedagogy. This presentation provides examples of engaging phenomena that highlight the lived experiences and narratives of diverse scientists and that supports meaningful inclusion in the classroom. This presentation also focuses on the rationale and benefits to teachers and students for developing equity-mindedness for meaningful inclusion. These lesson ideas and strategies are supported by the three dimensions of the Next Generational Science Standards. Attendees will learn how to help students engage in critical thinking skills, learn science, and build understandings related to the social and cultural nature of science. Connections to the three dimensions of STEM will be made. This presentation draws funded projects.

TAKEAWAYS:
Use engaging phenomena from diverse scientists alongside inquiry and argumentation to engage in scientific practices and scientific text, supported by the NGSS three dimensions of STEM. Connections to Common Core and equitable classroom practices are made.

SPEAKERS:
Catherine Quinlan (Howard University)