![]() ![]() ![]() She also noted that the limited number of grants included as part of the pilot study could lead to biases in interpreting the data and related impact on research productivity. In analyzing EHR CAREER grants as a prototype for evaluating activities across NSF, she urged some caution in interpretation, as 1 of 5 grant recipients does not report demographic data. Okhee Lee provided an update on the Broadening Participation Working Group that is seeking to develop metrics for monitoring and assessment, data collection, and reporting requirements for NSF’s broadening participation activities. In addition, EHR staff highlighted several funding opportunities for working to increase equity: Racial Equity in STEM Education, Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions, and Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression. This conversation included a presentation on NSF and federal agency efforts overall, such as the Biden executive order on racial equity, missing millions of underrepresented persons in the STEM workforce in the National Science Board’s Vision 2030, and a recent report from the National Center for Science and Engineering Statistics: Women, Minorities, and Persons with Disabilities in Science and Engineering. The committee members heard from EHR staff on aligning agency-wide efforts to broaden participation. Freeman Optional School Ada Monzon, founder and president of the board of directors for EcoExploratorio: Museo de Ciencias de Puerto Rico Becky Wai-Ling Packard, professor of psychology and education at Mount Holyoke College and Nicole Smith, research professor and chief economist for the Georgetown University Center on Education and the Workforce. The meeting kicked off with a welcome of new members to the committee, including Tom Brock, director of the Community College Research Center, Teachers College, Columbia University Melissa Collins, second-grade teacher at the John P. The meeting agenda included a range of topics that focused on initiatives with the goal of increasing racial equity in STEM, ways to evaluate NSF’s programs for broadening participation, and rebranding EHR. In addition to incorporating modules into higher education programs (e.g., teacher education and various STEM disciplinary courses), broadly sharing resources and tools with communities, practitioners, and researchers through multimedia outlets as well as academic and practitioner-facing publications and presentations, the project has the potential to inform foundational theory on developing highly adaptable approaches for more racially- and educationally- just educator-student interactions in STEM spaces.On May 26–27, the National Science Foundation (NSF) Education and Human Resources (EHR) Advisory Committee held its spring meeting. Through long-standing partnerships between project leaders and K-12 and higher education STEM educators serving Indigenous, Black, and Latinx youth and families, the iterative design of modules is informed by the analysis of educator learning trajectories when codesigning through storywork. ![]() This three-year study is structured around a series of modules grounded in storywork, an Indigenous knowledge-systems approach to centering minoritized learners' language, history, phenomenon-based storylines, and their racialized experiences of systemic racism when co-designing STEM learning opportunities. First, to deepen educators' capacity to mediate the moment-to-moment tensions that arise between STEM concepts and practices privileged in schools, and those that attend to students' cultural and intellectual lives and second, to generate knowledge on how to systematically support educators as they wrestle with the conceptual and ethical complexities of unjust STEM teaching and learning. The project therefore aims to achieve two primary outcomes. This collaborative project seeks to address these challenges by designing, implementing, and studying an educator learning model that helps educators recognize and transform the moment-to-moment learning interactions that perpetuate racial inequalities across a myriad of STEM contexts. As educators seek more meaningful approaches to equity that integrate everyday pedagogies, there is a further need to address how these pedagogies often reproduce inequitable STEM structures. There is a pressing need for STEM educator learning models to substantively consider the diversity of STEM practices and values across social and cultural contexts, as well as how STEM fields are adapting to this diversity. ![]()
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