The Educators’ Equity (EE) STEM Academy is now in its fourth year supplemented with support by NSF to conduct research and publish its findings. The original grant expanded a highly successful professional development program in secondary education to STEM community college faculty and high school teachers in Maryland. The goal of the grant was to enhance the recruitment and academic success of underrepresented students in technician education STEM courses and programs.
NAPE, together with the Community College of Baltimore County and Baltimore County Public Schools, created the yearlong EE-STEM Academy, which delivered 5 days of rigorous instruction in creating equitable classrooms, eight monthly facilitated professional learning communities, and resources and tools to increase and implement strategies. At the end of the Academy, each participant presented the outcomes of his or her classroom implementations.
As part of the grant, NAPE partnered with Johns Hopkins University School of Education to test a new model that served as the foundation for understanding the impact of culture in STEM classrooms and its impact on underrepresented groups, particularly females. The data from its work in secondary schools and community colleges strongly suggest that NAPE’s new model for explaining and addressing educator’s implicit biases to improve student performance and persistence has real potential for increasing student engagement and performance in STEM.
This material is based upon work supported by the National Science Foundation under Grant No. DUE-1104163. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.