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Session 2:

Applying an Equity & Social Justice Framework to STEM Contexts

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Session 2 Goals

  1. Explore representations of the equity framework integrated in STEM contexts.

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  • Identify patterns and elements that can help us more fully realize this integration in our own work.

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  • Apply our framework to particular examples.

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Making STEM a Force for Good

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Making STEM Education a Force for Good

Characterized by:

  • Disciplinary core ideas
  • Disciplinary practices
  • Disciplinary questions
  • Disciplinary ways of thinking

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Making STEM Education a Force for Good

Characterized by:

  • Acting as an agent of change
  • Working within systems

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Making STEM Education a Force for Good

Characterized by:

  • Equity
  • Social Justice
  • Full human flourishing

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Analyzing Practice: “Noah’s Ark”

Fully Realized

Unrealized

STEM EDUCATION

Fully Realized

Unrealized

A FORCE

Fully Realized

Unrealized

FOR GOOD

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Analyzing Practice: Laura’s Mathematical Wage Gap Unit

Fully Realized

Unrealized

STEM EDUCATION

Fully Realized

Unrealized

A FORCE

Fully Realized

Unrealized

FOR GOOD

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Analyzing Practice: Pilar’s All-Female Robotics Team

Fully Realized

Unrealized

STEM EDUCATION

Fully Realized

Unrealized

A FORCE

Fully Realized

Unrealized

FOR GOOD

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Re-Analyzing Practice: “Noah’s Ark”

Fully Realized

Unrealized

STEM EDUCATION

Fully Realized

Unrealized

A FORCE

Fully Realized

Unrealized

Stewardship of Environment

FOR GOOD

Group Norms

Ecological Systems

Engineering Design

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Making STEM A Force for Good

Reflection Tool

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Break-out Groups

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Break-out Group Task

  1. Read vignette

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  • Use a notice/wonder protocol for each of the three axes (see task card) & reflection tool.

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  • Group discussion for how to more fully realize one or more of the three axes.

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Closing

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A Force for Good

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Making STEM a Force for Good

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Making STEM For Good

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Making STEM A Force For Good

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STEM As A Force

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STEM As A Force For Good