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My Favorite Scientists Are the Ones I Teach

Incorporating Equity Work into STEM Classes by Dr. Katie Baker, Fall 2023

ACUE Certification in Effective Teaching

• Designing Learner-Centered Courses
• Inspiring Inquiry and Preparing Lifelong Learners
• Promoting Active Learning
• Creating a Supportive and Inclusive Learning Environment

Boots on the Ground- Course Design

Discipline-specific thinking- Read, Write, Think like a scientist

CLOs

Assessments

EXPLICITLY SHARE W/ STUDENTS

Aligning learning experiences w/CLOs

Student self-reflection

Inclusive syllabus

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https://assets.ctfassets.net/cguvp07qpj80/4xAlY2y3gIbCjYIdY5uhbB/9969d1b11f7ac87c3a7e221ef071784c/1212_lent_table.pdf

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Discipline-Specific Thinking for STEM

Mathematics

• Search for the “truth” and for errors
• Importance of each word and symbol
• Interpretation of information presented in unusual ways
• Mathematical modeling & problem solving

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Science

• Facts based on evidence
• Graphs, charts, formulas
• Corroboration and transformation
• Concepts such as data analysis, hypothesis, observations, investigation

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Source: Disciplinary Literacy, https://ceedar.education.ufl.edu/cems/disciplinary-literacy/

Boots on the Ground- Lifelong Learning

Motivation

Explicit Directions

Visual techniques

Student Feedback

Developing self direction

Questioning techniques

Brain Break- 2 min

Turn to your neighbors or type in the chat for Zoom folks and share your answers

Would you rather…?

1. Go to a bookstore OR go out to dinner?
2. Spend a day on a drive through the country OR walking around in the city?
3. Have a longer spring OR a longer fall?
4. Sing in the shower OR dance in the kitchen?
5. Have students who do really well OR students who try really hard?

Boots on the Ground- Active Learning

Effective class sessions

Note-taking skills

Group work

Active Learning Cycle

Effective and engaging class discussions

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Boots on the Ground- Inclusion & Support

First day of class- expectations, welcoming

Civil discourse- Class norms, levels of interruption and instructor effect

Equitable Access to learning- Implicit bias, encouraging diverse perspectives

Encouraging persistence

Embracing diversity

Checking for understanding

Providing useful feedback

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Small Group/Breakout Room Activity

**Break into groups: Breakout rooms or tables (in person):

Course Design

Lifelong Learning

Active Learning Techniques

Inclusion and Support

Link to Examples of Activities

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15 minutes to introduce yourselves, state which activity you want to work on, provide companionable silence and support for each other to begin addressing your chosen activity

Followed by large group reflection

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Problems and Solutions

Overzealousness

Behind the scenes work- Rubrics, etc

Student Engagement

Transparency

Density of required materials

Flipped Classroom/pre-recording

Time

Focus on ONE activity/week

Large Group Reflection

Let’s Start With Zoom!

In-person sharing

WHAT DID YOU CHOOSE? WHAT ARE YOU STRUGGLING WITH, IF ANYTHING?

• Seeking feedback from our colleagues

References

1. ACUE Certificate in Effective Teaching Framework course materials
2. CEEDAR Center- University of Florida. “Disciplinary Literacy | CEEDAR.” CEEDAR Center- Disciplinary Literacy, 2012, ceedar.education.ufl.edu/cems/disciplinary-literacy/. Accessed 18 Oct. 2023.
3. Columbus City Schools. “Columbus City Schools / Literacy within the Disciplines.” Literacy within the Disciplines, www.ccsoh.us/cms/lib/OH01913306/Centricity/Domain/207/Discipline%20Literacies%20Chart%20copy.pdf. Accessed 18 Oct. 2023.

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