Virtual Miniseries

Registration is Now Closed

Promoting Equity/Diversity/Inclusion Through Science and STEM Teaching

Nov. 6, Nov. 20, Dec. 4, Dec. 18 • 2021

Diversity, equity, and inclusion should be a central component in all aspects of education. However, achieving equity and social justice in science education continues to be an ongoing challenge for classroom educators, especially when considering the connections between racial injustice and the environment and climate change.

Additionally, students from disenfranchised communities often face "opportunity gaps" in their educational experience. As we try to promote equitable learning environments for ALL students, science and STEM educators must recognize and reposition students who have been historically disadvantaged and underserved, so they become actively engaged participants in science learning.

Educators have a unique opportunity to celebrate the experiences of each student as well as the values their communities bring to science and STEM teaching.

The one-price registration includes attendance to all four (4) parts of the miniseries. You can opt to attend all four of the 2.5-hour Saturday sessions; drop in on one (or more sessions), or view them as your schedule permits. The last 30 minutes of each session will be a roundtable discussion for participants to ask additional questions and/or share their own experiences and stories.

Registrants will be able to access the recorded program for 90 days after the miniseries ends.

Sessions

Saturday, November 6 • 11:30 AM–2:00 PM EDT

ABCs of Equity, Inclusion and Diversity in STEM

This presentation will engage in conversation over a range of topics, challenges, and opportunities of promoting equity, diversity, and inclusion in the sciences and STEM from K–12 through higher education. Systemic topics include how the collection of scientists does not look like the makeup of the population; the value of diverse STEM teams; stereotypes and microaggressions in STEM; biased evaluation systems; and how universal design benefits all. Classroom and individualized topics include faculty bias and anxiety; classroom expectations; inclusion of students; regular review of syllabus, classroom norms, and curricula; anonymous grading; incorporation of contributions from a range of diverse scientists; the importance of addressing social justice in science; and personal bias awareness.

Amy J. Reese

Associate Professor, Department of Basic Sciences, University of Health Sciences and Pharmacy in St. Louis

Reese

Saturday, November 20 • 11:30 AM–2:00 PM EST

Integrating Science and Language with All Students, Including Multilingual Learners

According to the Next Generation Science Standards (NGSS), science and engineering practices (e.g., develop models, argue from evidence, construct explanations) are also language intensive for all students, especially English/multilingual learners. In recent years, there have been fundamental shifts in thinking about both science and language learning from an asset-based perspective. Using classroom examples, this presentation will address how science and language instructional shifts are mutually supportive in promoting both science and language learning with a focus on multilingual learners.

Okhee Lee

Professor of Childhood Education; Steinhardt School of Culture, Education, and Human Development; New York University

Rita Januszyk

Educator, Hinsdale, IL

Lee and Januszyk

Saturday, December 4 • 11:30 AM–2:00 PM EST

Social Justice and Equity in Science Classrooms

Social Justice and Equity in Science Classrooms will provide concrete examples for educators of how to include equity work in their science classrooms to allow students to explore how systems of oppression work, are maintained, and impact the body and application of science. These examples will also help students navigate how they can be agents of change and how communities can effectively organize to resist the impacts of larger systems of oppression. Examples will focus on secondary science courses but can be applied to science courses in other grades as well.

Paulianda Jones, PhD.

Chair of Science Department, Marymount School of New York

Kim Lee-Granger

Chemistry Teacher, Ethical Culture Fieldston School, Bronx, NY

Katherine Kartheiser

Biology Teacher, The Dalton School, New York, NY

Annie Kloimwieder, PhD.

Director of Science Research, Marymount School of New York

Jones Granger Kartheiser Kloimwieder

Saturday, December 18 • 11:30 AM–2:00 PM EST

Strategies for Raising Equity and Activating SEL in Science and STEM Education

In this interactive session, science teachers will consider their students' social and emotional learning (SEL) for both in-person and remote lessons. Using the Equity and SEL Integration in Lessons Framework, they will learn the basics and foundational principles for improving their capacity to help students with their SEL.

Jorge Valenzuela

Adjunct Professor, Old Dominion University, Norfolk, VA; Lead Coach at Lifelong Learning Defined, Richmond, VA; and Education Coach, Author, and Advocate

Valenzuela

Speakers

Rita Januszyk

Rita Januszyk is a science curriculum writer and professional development facilitator for K–8 teachers. She holds a BS degree in biological sciences and a MS degree in elementary education. Rita worked at Argonne National Laboratory and taught preK to middle school before retirement. She was a member of the writing team for the Next Generation Science Standards (NGSS) and the NGSS Diversity and Equity Team. Rita is a co-editor of NGSS for All Students (NSTA Press, 2015) and lead writer for the Science And Integrated Language (SAIL) yearlong fifth-grade science curriculum with New York University.

Januszyk

Paulianda Jones

Paulianda Jones is a dynamic, passionate science educator. She has 19 years of experience teaching chemistry to high school and college-level students. Paulianda earned her doctorate in Chemistry from the University of Virginia and completed her postdoctoral studies at Vanderbilt University. She has created and developed chemistry electives, such as Food Chemistry and Pharmacology, as well as 10th-grade Chemistry classes. Paulianda creates classroom environments that are accessible to students with diverse backgrounds, a multitude of identifiers, and varying learning styles. Outside of the classroom, Paulianda enjoys all things food and exercise related.

Jones

Katherine Kartheiser

Katherine Kartheiser teaches high school biology and advanced electives at The Dalton School. She earned her bachelor’s degree in Biology from Brown University before earning her Masters in Teaching while serving in the Teach for America Corps. Katherine has experience working with a wide range of students and is dedicated to helping students make meaningful connections to biology. She has recently overhauled traditional biology curricula to highlight equity work and is deeply committed to ensuring students of all backgrounds and identities feel a sense of belonging in the discipline of science.

Kartheiser

Annie Kloimwieder

Annie Kloimwieder is a scientist, a STEM educator, and a lifelong nerd. She earned her bachelor’s degree in Biology from MIT before going on to earn her doctorate in Genetics from Harvard. She then transitioned to teaching the next generation of scientists. Annie leads an inquiry-based independent science research program and develops equity-focused science curricula at the high school level.

Kloimwieder

Okhee Lee

Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. She was a member of the NGSS writing team and served as leader for the NGSS Diversity and Equity Team. Okhee’s research involves integrating science, language, and computational thinking with a focus on English learners. Her latest work focuses on justice-centered STEM education to address pressing societal challenges using the case of the COVID-19 pandemic.

Lee

Kim Lee-Granger

Kim Lee-Granger brings over 19 years of teaching experience to the classroom in a variety of settings from middle school (Prep for Prep) to college (Columbia University). She earned her MS in Chemistry from the University of Rhode Island. In her current independent school, Kim has introduced climate change into the curriculum alongside aspects of equity work into grades 10 and 12 Chemistry classes. She has also expanded the Food Chemistry course to include a variety of international cuisines. Kim is currently working on highlighting equity in advanced chemistry electives.

Granger

Amy J. Reese

Amy J. Reese, an associate professor at the University of Health Sciences and Pharmacy in St. Louis (UHSP), is interested in inclusive diversity, equity, access, and accountability in science across the board and in her classrooms. Amy majored in chemistry and minored in music at The College of Wooster in Ohio before getting her PhD in biochemistry, molecular biology, and biophysics at the University of Minnesota. She was faculty at the women’s liberal arts institution of Cedar Crest College in Allentown, PA, for 11 years before joining UHSP to help expand their undergraduate program offerings and perform research with students. In 2018, Amy pursued additional social justice training, including completion of the 100-hour NCCJ St. Louis Certified Diversity Facilitrainer (CDFT)^TM program. In her elective, Amy specifically engages students in discussions of social justice and equity within the science setting, about which she has published in a special “inclusive science” edition of the Journal of Microbiology and Biology Education.

Reese

Jorge Valenzuela

Jorge Valenzuela is an education coach, author, and advocate. He has years of experience as a classroom and online teacher, a curriculum specialist, and a consultant. Jorge’s work focuses on improving teacher preparation in project-based learning (PBL), computational thinking and computer science integration, STEM education, and equity and SEL integration. Jorge is an adjunct professor at Old Dominion University and the lead coach at Lifelong Learning Defined. His book Rev Up Robotics and jump-start guides Ready, Set, Robotics and SEL in Action are available from ISTE. His following two books, which respectively focus on Environmental Science in PBL and Equity and SEL Integration, are forthcoming from ISTE and Solution Tree. Jorge is also the host of the SEL in Action Podcast on BAM Radio Network.

Valenzuela