Wednesday Webinar Series:
Powerful Ideas in STEM Education for the Classroom
A central belief of MƒA is that teaching is a true profession and that it is important for educators to have conversations about current ideas in the field.
Our Wednesday Webinar Series invites potential applicants for our MƒA Master Teacher Fellowship and Master Teachers from affiliated programs to learn about new ideas in math and science education. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers consider how those powerful ideas can be applied in their own classrooms.
MƒA teachers can register for these events on the Small-World Network. New York State Master Teachers, MƒA DC teachers, and applicants for an MƒA fellowship can register using links sent by your program officers or the MƒA Admissions Team.
Stay tuned for more information about upcoming Fall 2021 speakers.
What is Our Role as Mathematics and Science Teachers in the Pursuit of Social Justice with Kari Kokka, Ph.D.
Social justice (Gutstein, 2006), abolitionist (Bullock & Meiners, 2019; Love, 2019), and antiracist (TODOS, 2020) teaching are current buzzwords amongst educators and the general public. What do these concepts mean for mathematics and science teachers? I will discuss what mathematics and science teachers can do to work toward social justice, including healing-informed social justice pedagogy (Kokka, 2019) and STEM teacher activism (Kokka, 2018). I will draw on my experiences as a teacher activist at Vanguard High School (2001-2011) and my research on Social Justice Mathematics to discuss how these concepts can be operationalized in mathematics and science classrooms.
COVID-19 and Systemic Racism: Creating “A New Normal” for STEM Education with Okhee Lee, Ph.D. and guest Todd Campbell
The COVID-19 pandemic offers an unprecedented context to engage all students in societally relevant problems. This presentation proposes an instructional framework that STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, could offer solutions to systematic racism. Specifically, our instructional framework leverages data science, computer science, and multidisciplinary convergence of STEM disciplines. By harnessing the affordances of new advances in STEM disciplines to address systemic racism, our instructional framework presents one approach to creating “a new normal” for STEM education.
How You Can Take Part in the Educational Movement for Equity with José Luis Vilson
The discussion around equity has become more mainstream in the last few years, but the education field has lagged behind in understanding equity as a core tenet for our work. In this presentation, Jose Vilson will explore topics around equity, pedagogy, and STEM with an interactive Q&A.
Productive Uncertainty in the Science Classroom with Eve Manz, Ph.D.
Uncertainty is central to scientific activity. Scientists explain because they are unsure. They argue with and about evidence because they disagree. And it is increasingly clear that people grapple every day with the uncertainty about how scientific evidence should guide personal and political choices. In this webinar, Dr. Eve Manz will explore the role of uncertainty in STEM activity and share strategies developed with groups of elementary school teachers. These strategies have paved a way to make use of scientific uncertainty to support learning that is purposeful, collective, and conceptually powerful.
Detailing Racialized and Gendered Mechanisms of Mathematics Instruction with Luis Leyva, Ph.D.
Calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM. In this talk, Dr. Luis A. Leyva will unpack instructional mechanisms of inequality as he presents findings from a study of historically marginalized students and their perceptions of racialized and gendered features of calculus instruction. These students reported experiencing stereotyping and a lack of representation in their calculus classrooms and in STEM fields. Together, these experiences shaped students’ reports of instructional mechanisms of inequality or teacher moves that appear to be neutral but actually reinforce racial and gendered inequities. These reported mechanisms marginalize students’ opportunities for 1) participation and instructor support, 2) same-race, same-gender peer support, and 3) feeling a sense of belongingness in STEM. Dr. Leyva will also discuss the implications on teacher practice and provide insights on working towards instructional moves that disrupt racialized and gendered mechanisms.