The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and abrupt transition online teaching learning. Educators sought adapt in-person learning activities teach in remote hybrid settings. This study explores how a partnership between middle high school teachers an urban district undergraduate STEM mentors color leveraged digital tools collaborative pedagogies science, technology, engineering during pandemic. We used...

The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts real-world design challenges (EDCs) students (Next Generation Science Standards, 2013). We argue that are more equitable when they relatable rooted in local experiences social justice connections. There is promise connecting middle school with minoritized engineers achieve this goal. Digital technologies accessed through tablets can support form a community of...

This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, authors define design-based implementation (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education where teaching learning informed robust, iterative, evidence-based conducted multiple stakeholders. Next, they provide brief overview Theory in Education (CRT; Ladson-Billings Tate, 1995)...

This qualitative multiple case study explores the collaborations between three STEM middle school teachers and undergraduate mentors of color in an urban district. Drawing on sociocultural theories literature culturally relevant education, we used a comparative thematic approach to explore how contributed opportunities curriculum pedagogy. We found that partners’ identities, teacher positioned mentor learners’ experience, teachers’ philosophy purpose engineering influenced contribution could...

Abstract This study applies psychological models of interest and motivation (i.e., a model interest‐development self‐determination theory) to the experiences six preservice science Noyce scholars who participated in teacher preparation program. The National Science Foundation's grant aims incentivize mathematics majors teach high‐needs school districts. Through this interview study, we sought understand how scholars' pre‐existing interests their program interact develop individual...

Keywords KIER, CHRISTIANI & NIELSEN BRIDGES, CONSTRUCTION, MANUFACTURE, HANDLING, PRESTRESSED, BEAMS, VIADUCTS, CANTILEVER, METHODS, RIVERS, SPANS, APPROACHES, COLUMNS, CASTING, PRECAST, ERECTION, GIRDERS, BEARINGS, DECKS, SUPERSTRUCTURES, BOX, SHUTTERING, PRECAMBERS, DEFLECTION, SURFACING, CONCRETE, GROUTING, PLANT MEDWAY, MEDWAY BRIDGE, KENT, ENGLAND UK... Show All

Abstract This study puts forth the counternarrative of first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in research internship STEM mentorship program led by second author, Meredith. Through this program, designed taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer program. By analyzing Gislaine’s written account her journey CS, as well planning documents...

In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret implement K–12 standards-based education so that minoritized learners equal opportunity be college career ready. An equity-centered design thinking approach can support interrogate often-time divergent values of stakeholders they may collaboratively identify address problems practice in education. By considering ethos strategies necessary intentionally...

The COVID-19 global pandemic significantly impacted both the academic and social emotional development of middle school students. This article describes benefits implementing an interdisciplinary, project-based summer program to support students as they adapted in-person learning after closures due pandemic. Findings show that participation in contributed students' engagement interest science engineering activities their social-emotional growth through peer collaboration relational mentor support.

Click to increase image sizeClick decrease size Additional informationNotes on contributorsMeredith W. KierMeredith Kier (mwkier@wm.edu) is an associate professor in the Department of Curriculum and Instruction; Lauren A. Grob undergraduate student majoring Education Policy, Planning, Leadership; Kelly G. Leffel a PhD Learning Design, all School at William & Mary Williamsburg, Virginia. Deena Khalil Howard University Washington, DC. Turhan Carroll Engineering Ohio State Columbus.Lauren...