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A Community Based Approach to Engaging Students and Teachers in Effective STEM Education

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MULTI STEM

MULTI STEM is a Community Based Approach to Engaging Students and Teachers in Effective STEM Education

Multi STEM (NSF 1615193) has been advancing efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by implementing a strategy that purposefully combines educational methodologies based on the Global Learning and Observation to Benefit the Environment (GLOBE) program. Pre-service and in-service teachers participated in sessions that developed skills to attract and retain students in education pathways to STEM careers through a community-based model that comprehensively addresses teacher preparedness and student participation in STEM fields. Over the four years of Multi STEM to date, we have grown into a community of co-learners...scientists and teacher educators, undergraduate research assistants, and pre- and in-service teachers.
A Community-based Approach to Engaging Students and Teachers
This video documents three years of work on an ITEST grant that represents a collaboration between Metropolitan State University of Denver, Community College of Denver, GLOBE, and University of New Hampshire. Our work has focused on broadening access to STEM pathways for students and families who are underrepresented in STEM opportunities. The video shares an overview of our project components--workshops for preservice and inservice elementary and secondary teachers, near peer mentorship of K-12 students by college students, and STEM career expos.
http://stemforall2020.videohall.com/p/1876
Learn about local STEM events in Metro Denver...

Discover STEM an online resource of STEM happenings for parents, educators and community members

STEM Teaching Tools

STEM Teaching Tools: http://stemteachingtools.org/

Multi STEM Newsletters
MULTI Oct 2019 Newsletter MULTI January 2020 Newsletter MULTI May 2020 Newsletter

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stem workshop or instruction development

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MULTI STEM, Additional resources for educators.... Request an onsite STEM workshop, a STEM Speaker, or instructional development assistance

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Multi STEM (NSF 1615193) has been advancing efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by implementing a strategy that purposefully combines educational methodologies based on the Global Learning and Observation to Benefit the Environment (GLOBE) program.

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Summer Science Scholars Program- June 14- July 2

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Summer Science Scholars Program- June 14- July 2

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The Center for Advanced STEM Education (CASE) provides a summer program for incoming high school sophomores, juniors and seniors (10th, 11th, 12th grade).  This is a three-week full day program of learning science and science reasoning skills through a research based project.  The program goals are to build STEM identity and foster community building.

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JUNE 14 - JULY 2

9:00 AM to 3:00 PM

Monday through Friday

STEM exploration projects will include engineering, chemistry and mathematics

Applications are CLOSED for 2021 Programming
**Safety is paramount, in strict accordance with state, local, and university health and safety recommendations; therefore participation will be limited and programming may need to be canceled based on those guidelines.

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Safety is paramount, in strict accordance with state, local, and university health and safety recommendations; therefore participation will be limited and programming may need to be canceled based on those guidelines.

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Please provide any feedback on the panel and discussion

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Please provide any feedback on the panel and discussion

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Our panel of local data experts breaks down the growing field of data by demystifying the difference between data science and data analytics, explaining the importance of data in business and product decisions, and highlighting ways data can advance your career.

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Can't Make It?

Follow this event to get an email the next time it's scheduled.

Sign-up not required

Follow

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Firsthand advice, tips, and insight on how to successfully break into data

Various career paths, salary expectations, and future growth opportunities within the field

What the data job market looks like.

What a typical day looks like in a range of industries - from finance, to e-commerce, to health and wellness

BingYune Chen Principal Data Scientist,
BingYune & Co.

BingYune is a lead instructor for data science and analytics at General Assembly. By day, he leads the development of machine learning and business intelligence solutions for clients at BingYune & Co, an advanced analytics firm based in San Francisco, California. The firm builds data products at the intersection of strategy, technology, and inclusion to improve the performance of organizations and mitigate the bias in AI systems. By night, he teaches courses on data science and data visualization at General Assembly. Prior to founding BingYune & Co, he led the delivery of advanced analytics, data automation, and data-informed product strategy across the Health Technology Division of McKesson Corporation.

BingYune earned his Masters in Public Health and Bachelor of Science in Bioengineering from the University of California Berkeley. He is passionate about partnering with leaders and teams to take collective, positive actions to ensure their organizations become a driving force for social, environmental, and economic benefit. In his free time, BingYune can be found cycling at a spin class or stretching at a yoga studio.

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Can't Make It? Follow this event to get an email the next time it's scheduled. Sign-up not required Follow Sign-up not required Follow Firsthand advice, tips, and insight on how to successfully break into data Various career paths, salary expectations, and future growth opportunities within the field What the data job market looks like.

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Not just because it's the right thing to do (it is), but because
we know that individuals from a broad range of backgrounds
working together are better able to solve the toughest and
most complex scientific challenges.

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Hoping to broaden the scope of our work and reach a larger audience, we have created an Instagram account (@multi_stem). We will be posting relevant STEM educational pieces to engage teachers and students! Give us a follow!

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Info about STEM for All?/ summer institute?

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Info about STEM for All?/ summer institute?

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287 federally funded projects share short videos related to improving STEM and computer science education in K-12, higher ed, and in informal environments. Videos share strategies to address racial and gender inequities and to broaden participation in the midst of COVID. All visitors are invited to view the videos as well as to post to the discussions. Share your perspectives and ideas. Vote for your favorites. Voting and discussion ends on May 18th at 8PM EDT.

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287 federally funded projects share short videos related to improving STEM and computer science education in K-12, higher ed, and in informal environments. Videos share strategies to address racial and gender inequities and to broaden participation in the midst of COVID. All visitors are invited to view the videos as well as to post to the discussions.

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Click the link below for more career connections!

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Creating a Successful Diversity and Inclusion Program

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Creating a Successful Diversity and Inclusion Program

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1. Focus on intervention, not just bias reduction
2. Invite non-managers to foster communication across
the organization
3. Keep the focus on workplace issues, not personal ones
4. Keep the conversation going to stay accountable
5. Be
exible, in both content and delivery

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Executive Summary

Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. A team at the University Corporation for Atmospheric Research (UCAR), a large, federally funded research institute, kept this in mind when creating a workplace diversity training program. The program is now a routinely offered, four-part course that covers topics related to power and privilege, gender, and race, and includes a three-hour bystander intervention training. They found it has increased collaboration among participants, helped research labs create more inclusive environments, and made employees more actively engaged in diversity-related issues throughout the organization. After three years of iterating, evaluating, and improving UNEION, they've learned five key practices for how to implement a successful workplace diversity program: 1) Focus on intervention, not just bias reduction; 2) Invite non-managers to foster communication across the organization; 3) Keep the focus on workplace issues, not personal ones; 4) Keep the conversation going to stay accountable; and 5) Be flexible, in both content and delivery.

Nick Purser/Getty Images

Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. Research has found that most workplace diversity programs fail to produce meaningful diversity and inclusion, and some have actually increased bias among individual employees. In STEM fields, both the private and public sectors continue to struggle with recruiting and retaining a diverse workforce. As of 2017, nearly 75% of those in computing and mathematical fields were men and fewer than 15% were black or Hispanic.

We kept this in mind when creating our own workplace diversity program. Three of us (Brinkworth, Aponte, and Young) work at the University Corporation for Atmospheric Research (UCAR), a large, federally funded institute that focuses on producing research and supporting scholars in the atmospheric and earth sciences. Like many technical workplaces, UCAR, which has approximately 1400 employees, has struggled to recruit and retain women and people of color. But UCAR very strongly believes that diversity, equity, and inclusion are fundamental to producing our best science.

In 2015, UCAR appointed Brinkworth as the Director for Diversity, Education, and Outreach (DEO), (later called the Chief Diversity Officer), and was tasked with making UCAR more diverse and inclusive. Shortly after that, a small group of employee researchers led by Young asked about the lack of spaces within the organization to discuss diversity-related topics - a critical issue for employee development and retention. Brinkworth worked with these employees to co-create a diversity training program called UNEION, which stands for UCAR|NCAR Equity and Inclusion.

UNEION is now a routinely offered, four-part course that covers topics related to power and privilege, gender, and race, and includes a three-hour bystander intervention training. The goal of the program is twofold: first, to train participants on how to build inclusive teams, facilitate diversity-related conversations within their divisions, and identify other practices that can promote a positive workplace culture; second, the program serves as a community for those interested in fostering equity and offers a venue for action. More than 80 employees have completed UNEION, and 10 have participated as organizers or "lead learners." We've found that UNEION has increased collaboration among participants, helped research labs create more inclusive environments, and made employees more actively engaged in diversity-related issues throughout the organization.

Participation in the program is voluntary and any employee can join. Whereas many similar diversity programs target only managers and HR, we have managers, administrative, and scientific staff participate together in mixed groups to capture multiple perspectives. Cohorts range from 10 to 25 participants, and the sessions incorporate a mix of discussion and hands-on activities. The course meets once a month for four months, although many participants choose to informally communicate, both online and in person, between sessions.

The sessions are developed by organizers or "lead learners" who act as participants, rather than as instructors or trainers, in order to maintain a flat hierarchy. They create the reading list, activities, and discussion topics for UNEION. Most have formal training or personal experience with diversity-related issues, although this is not required to participate. Materials from both academic literature and popular media, such as TED talks, are incorporated into the sessions, and participants are encouraged to share their personal experiences within UCAR.

While we still meet resistance from employees who do not understand how diversity and inclusion are related to their job in a scientific organization, this resistance is becoming less common as we continue to engage in change management and make the case for inclusivity across UCAR. After three years of iterating, evaluating, and improving UNEION, we've learned five key practices for how to implement a successful workplace diversity program:

Focus on intervention, not just bias reduction

Many workplace diversity programs have focused only on bias reduction. Studies have shown that when employers require bias reduction training, hostilities can actually increase. In voluntary programs such as UNEION, research suggests that those who elect to participate already see themselves as "pro-diversity." That's why we move beyond attempting to reduce bias and toward putting inclusion into action.

We learned that the majority of UNEION participants were already aware of societal biases and workplace barriers that women, people of color, and other marginalized groups face. Because research suggests having high levels of awareness before training can lead to more engagement in diversity-related programs, UNEION focuses on 1) equipping participants to intervene when they see bias or harassment unfolding, and 2) training people on how to talk to others about organizational diversity.

UNEION leaders dedicate one session to in-depth bystander intervention training, so people know how to step in when they observe instances of bias and discrimination. The training begins with a demonstration of different intervention techniques, with lead learners role-playing a scenario (based on real instances that had been reported at UCAR), asking the participants for interventions, then acting those suggestions out. For example, in one prompt, the group is asked to respond to a situation where a white researcher tells an Asian colleague that they "work well together because... well, you're white in my book!" Participants then separate into small groups to review the scenarios, devise a strategy to intervene, and act it out in front of others.

Participants consistently report this session as the most impactful, having boosted their confidence to intervene appropriately with peers, supervisors, and upper management. Follow-up surveys have found that 80% of past participants reported they did intervene in inappropriate workplace situations after receiving this training.

While UNEION does include readings and activities designed to challenge participants' views of workplace inclusion, the goal is to put those ideas into action. At each session, lead learners introduce community resources for improving diversity and inclusion. For example, participants not only discussed why systemic racial inequalities and sexism can lead to fewer women and people of color in STEM, but also how to improve UCAR's student outreach programs and local organizations that could support those efforts.

Alongside these pieces, UCAR has made significant structural efforts to be a more inclusive organization, including undertaking a comprehensive workplace culture study, developing a diversity, equity, and inclusion strategic plan, expanding an outreach and mentoring program for underrepresented students, revamping hiring procedures, and reviewing policies to ensure they are equitable for all. These efforts have significantly shifted the conversation about diversity and inclusion at UCAR. An optional full-day retreat in November 2017 attracted more than 10% of UCAR's staff and approximately 85% of our senior leadership to discuss future diversity and inclusion efforts and strategic planning.

Invite non-managers to foster communication across the organization

Many workplace diversity trainings tend to target only managers. Because previous research shows there are benefits to recruiting diverse groups in terms of race and gender for trainings, UNEION lead learners also emphasize recruiting from all levels of the organization, including non-technical and clerical staff. Research has also shown that inviting non-managers to diversity and inclusion workshops can help organizations better identify points of conflict and possible resolutions. Approximately one-third of past participants have been research staff, and two-thirds have been administrative employees (many of whom have scientific training but are working in program or education-related roles). Over 40% of UNEION participants are in management roles. And over half of past participants we surveyed said they formed collaborations with people in different research areas or departments from their cohort.

At a recent Diversity Action Summit at UCAR, over 140 employees convened to collectively identify UCAR's unique challenges and opportunities for diversity and inclusion, as well as develop responsive strategies and short-term action steps to create a more inclusive environment in each laboratory and workgroup. We followed up on these plans with customized workshops for each lab, program, and department to help them identify priority areas in order to see positive cultural change.

Keep the focus on workplace issues, not personal ones

Personal issues and career paths are inevitably intertwined. The lack of diversity and inclusion in workplaces can also be due to personal decisions or other non-workplace factors. For example, research from the Center for Talent Innovation shows that more women than men have to pause their careers to take care of children or aging parents. People of color and LGBT individuals also face additional challenges, both in and out of the workplace, to advancing their technical careers.

So initially, UNEION embraced the overlap between work and home and included readings and discussions related to topics such as childhood socialization and parenting. However, feedback from those sessions indicated that participants wanted the focus to be on workplace issues and inclusion at all levels of the organization. We also saw research suggesting that diversity training be solely focused on business issues.

The session was reworked to acknowledge external challenges that can impact work performance, advancement, and career choice, while keeping the conversation away from the explicitly personal, such as parenting choices. This kept the issues grounded in the context of work, an important feature of successful diversity programs, while maintaining a forum for people to discuss the ways in which personal identity can affect one's experience in the organization.

Keep the conversation going to stay accountable

Research shows that the most successful workplace diversity programs are those with higher levels of continued engagement and accountability, such as task forces, diversity managers, and mentoring programs. So, during and after the course, lead learners began holding one-on-one meetings, workshops, and town halls, and encouraging participation in diversity-related outreach programs. Lead learners also promote a cohort mentality among participants by encouraging collaboration and informal information sharing.

Many past participants have ongoing relationships with UNEION leaders and the Office of Diversity and Inclusion at UCAR. Nearly 90% of those surveyed who completed UNEION have incorporated diversity and inclusion into their team building activities, outreach efforts, and recruitment and retention plans. And we've found that many people get introduced to UNEION and other diversity-related programs at UCAR through UNEION alumni.

Be flexible, in both content and delivery

There is no one-size fits all curriculum for workplace diversity programs. Each organization and even each group of participants will have different needs, so facilitators should be flexible in their content, delivery, and structure.

UNEION is now designed so only the introduction has set content. The remaining sessions are developed by the lead learners based on pre-workshop surveys that provide information about the interests, challenges, and biases of participants. This means readings and activities vary greatly by cohort based on the needs of the group. For example, in one cohort, many people raised questions about so-called "reverse racism" in the pre-course survey, a concept not previously addressed in the course. The flexible structure allowed lead learners to change the content to specifically address "reverse racism," which resulted in a 23% decrease in the number of people in that cohort who felt "reverse racism" was an issue at UCAR.

Each cohort brings new challenges and learning opportunities. Although we strive to both expand our course offerings and keep previous cohorts engaged, as a small office with resource constraints, we have to make compromises. We want to respect the time of our lead learners, who participate in UNEION in addition to their normal workplace responsibilities. Besides being the "right thing to do," we know that building a more diverse and inclusive community of researchers, educators, and support staff will help UCAR produce more creative and innovative scientific outcomes.

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5 Things We Learned About Creating a Successful Workplace Diversity Program

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Executive Summary Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. A team at the University Corporation for Atmospheric Research (UCAR), a large, federally funded research institute, kept this in mind when creating a workplace diversity training program.

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Citizen Science with the GLOBE Observer App

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Citizen Science with the GLOBE Observer App

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GLOBE Observer invites you to make environmental
observations that complement NASA satellite observations to
help scientists studying Earth and the global environment.

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GLOBE Observer - GLOBE Observer - GLOBE.gov

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Download the app and follow the instructions to get started. Always follow guidelines from your local officials, and only participate in GLOBE activities or use the GLOBE Observer app if it is safe to do so.

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Space Foundation Discovery Center- Cool Science, May 15

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Space Foundation Discovery Center- Cool Science, May 15

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Join us at the Discovery Center for Cool Science demonstrations with Marc Straub and Cool Science!

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This event has passed.

Join us at the Discovery Center for Cool Science demonstrations with Marc Straub and Cool Science!

Event Series:

Don't Miss

- 4:00 pm MDT

Admission:

Included in General Admission

Location:

Space Foundation Discovery Center

Event Details:

Join us at the Discovery Center for Cool Science demonstration on spinning and rotation with Marc Straub and Cool Science.

Passport Member Benefit-Complimentary SFDC General Admission
Become a Passport Member: Discovery Center Passport

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This event has passed. Join us at the Discovery Center for Cool Science demonstrations with Marc Straub and Cool Science! Event Series: Don't Miss - 4:00 pm MDT Admission: Included in General Admission Location: Space Foundation Discovery Center Join us at the Discovery Center for Cool Science demonstration on spinning and rotation with Marc Straub and Cool Science.

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National Center for Atmospheric Research (NCAR)

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National Center for Atmospheric Research (NCAR)

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At NCAR, they don't forecast the weather. They get inside the weather, climate, and surrounding environment to understand it better. They study the Sun, air chemistry, how the atmosphere interacts with the land and oceans, and how we change and are changed by weather and climate.

Check Out Their Website:
https://www.youtube.com/watch?v=PVNDl29n8kI

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KidSpace Launch STEM camps- Monday, May 31

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KidSpace Launch STEM camps- Monday, May 31

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Half day and full day Summer STEM Space Camps with Hands on activities.

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Please help us keep this calendar up to date! If this activity is sold out, canceled, or otherwise needs alteration, email mindy@kidsoutandabout.com so we can update it immediately.
Ages

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Please help us keep this calendar up to date! If this activity is sold out, canceled, or otherwise needs alteration, email mindy@kidsoutandabout.com so we can update it immediately.

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College & Career Readiness

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Are you looking for a fun and educational way to spend time with your family? Interested in Science, Technology, Engineering, and Mathematics?
Join Parker Arts and the Council of Arts, Science & Culture for a day with 15+ Colorado science-related exhibitors and guest speakers in Discovery Park, Parker, Colorado from 9 AM to 1 PM.

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Are you looking for a fun and educational way to spend time with your family? Interested in Science, Technology, Engineering, and Mathematics?
Join Parker Arts and the Council of Arts, Science & Culture for a day with 15+ Colorado science-related exhibitors and guest speakers in Discovery Park, Parker, Colorado from 9 AM to 1 PM.
This free, interactive event is designed for families and inquisitive children ages 6 and up who love to explore, ask questions, meet live animals, tinker with items that come to life, and more!
For more information about experiments, exhibitors, and attending Parker Science Day visit www.casc4u.org/parker-science-day.

Event Venue & Nearby Stays

Discovery Park and Ice Trail, 20115 E. Mainstreet, Parker, CO 80138, Parker, United States

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Parker Science Day, Discovery Park and Ice Trail, Parker, 23 May 2021

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Are you looking for a fun and educational way to spend time with your family?

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GLOBE International STEM Network Members (GISN)

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GLOBE International STEM Network Members (GISN)

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The GLOBE International STEM Network (GISN) is an international network of STEM professionals (Science, Technology, Engineering, Mathematics) that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research. Each relationship between a STEM professional and a GLOBE school is unique, and is determined by the STEM professional and the school.

Check Out The Website for Career Connections:
https://www.globe.gov/web/globe-international-stem-network/overview/gisn-members

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Follow in the footsteps of Native Americans and first settlers with outdoor survival and navigation skills, farm activities and animal visits, and homemade ice cream!

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At NASA, we explore the extraordinary every day and our work is more than just a profession-it's a lifelong pursuit and a passion. NASA offers several opportunities for students to undertake meaningful and challenging projects that truly make an impact on humanity.

NASA's internship programs provide training, mentoring, and career development opportunities while working with the best science, engineering, financial, information technology and business minds in the world.

Internship

NASA Office of STEM Engagement (OSTEM) paid internships allow high school and college-level students to contribute to agency projects under the guidance of a NASA mentor.

Applicants for this internship must be U.S. Citizens and meet a minimum 3.0 GPA requirement. These paid internships are offered across NASA facilities in fall, spring, and summer sessions. One application is viewed agencywide. OSTEM interns may receive a stipend based on academic level and session length. Prior experience is not required. Opportunities are available at the high school, undergraduate, graduate, and educator levels.

Upcoming Dates:
- Summer 2024 Session Application Rolling Decision Deadline: Feb. 2, 2024

Frequently Asked Questions

"After years of constant hard work, setbacks, and dreaming about the future, I finally made it to NASA!"

Andrea Lasta

Armstrong Flight Research Center Intern

Discover More Topics From NASA

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opportunities for international participants to get involved

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opportunities for students to get involved

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NASA's internship programs provide training, mentoring, and career development opportunities while working with the best science, engineering, financial, information technology and business minds in the world.

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Men participated more in an active learning course in science, technology, engineering and math, while women reported lower perceptions of their scientific abilities, were more aware of gender identity and more likely to feel judged based on gender, a new Cornell-led study has found.

In "Gender Differences in Student Participation in an Active Learning Classroom," published May 26 in CBE-Life Sciences Education, researchers in the Department of Ecology and Evolutionary Biology (EEB), in the College of Arts and Sciences, analyzed student behavior in an introductory biology course at Cornell.

These results suggest that "active learning in itself is not a panacea for STEM equity," the researchers wrote. "Rather, to maximize the benefits of active learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students."

Doctoral students Stepfanie Aguillon and Gregor-Fausto Siegmund led the study, which included former EEB graduate student teaching assistants, lecturers and postdoctoral fellows. Cissy Ballen, a former EEB postdoc who's now at Auburn University, and Abby Drake, a senior lecturer in the department and an Active Learning Initiative fellow, were instrumental in developing the study.

The "flipped classroom" approach of the active learning model incorporates in-class activities, group work, real-time surveys and other tools to help students apply knowledge through deliberate practice during class time.

Numerous studies documenting the benefits of active learning for many demographic groups have led to a shift in teaching that requires students to interact more in the classroom, particularly in STEM courses.

"A lot of work has been done showing that the transition to active learning in this course was beneficial for students from underrepresented backgrounds," said Aguillon, who was a teaching assistant in the course during the study. "We wanted to go one step further to understand how students actually experience the classroom environment once active learning methods are used."

They focused on student gender because research suggests women participate less in interactions in front of whole classes. They sought to determine whether active learning strategies such as structured activities or clicker questions promote equitable participation by all students.

To find out, researchers observed students in this course over two semesters, recording students' interactions with the instructor across seven categories, including unprompted comments and questions; prompted responses from individuals; prompted responses from groups; and student interaction with the instructor during small group activities.

The researchers also collected student grades and conducted surveys to assess students' awareness of gender identity in the classroom (salience of gender identity) and to measure their perceptions of their own capability to undertake science tasks (self-efficacy).

Before the study, the researchers hypothesized that active learning practices such as peer discussion and clicker questions would result in parity between genders. Instead, they observed that men participated more than women in all interaction types except for group work (in one semester of the study). This result, together with men's higher rates of scientific self-efficacy and relative lack of worry about gender stereotypes, points to a need to further adjust participation plans in active learning classroom, they said.

"Research from Cornell and elsewhere suggests that active learning reduces performance gaps in STEM classes, and we thought that might translate to reducing participation gaps, as well," said Siegmund. "For us, it emphasizes that the instructor is really setting the stage for the students to act - and what that stage looks like can matter."

This study grew out of a project with Cornell's Scholarship of Teaching and Learning Program, now part of the Future Faculty and Academic Careers program.

The publication of this work was supported by the Future Faculty and Academic Careers program.
Kate Blackwood is a writer for the College of Arts and Sciences.

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Study finds gender differences in active learning classrooms (Study) - Tunis Daily News

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Men participated more in an active learning course in science, technology, engineering and math, while women reported lower perceptions of their scientific abilities, were more aware of gender identity and more likely to feel judged based on gender, a new Cornell-led study has found. In "Gender Differences in Student Participation in an Active Learning Classroom," [...]