Active STEM Classrooms Helping Students Engage and Thrive Active STEM Classrooms Barbra Sobhani Fall 2016

Active Learning Collaboration Active Learning Access

Active learning Active techniques include: Group exercises Activities Project based Learning Inquiry activities Discussions that engage students in problem-solving and deep processing of information. Stephan, W., & Stephan, C. W. (2001). Improving intergroup relations. New York: Sage Publications. Gasiewski, J. A., Eagan, M., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research In Higher Education, 53, 229-261. doi:10.1007/s11162- 011-9247-y

Why Active Learning? Alignment with research on how students learn Addresses the changing nature of students (info access) Supports a transdisciplinary shift Employers also want non-cognitive skills Balance depth vs. breadth of material

Underrepresentation in STEM Women in STEM fields: the numbers https://www.nsf.gov/statistics/2015/nsf15311/digest/theme2.cfm#economics

Underrepresentation in STEM Full NSF Report 2015 https://www.nsf.gov/statistics/2015/nsf15311/nsf15311.pdf

Red Rocks Community College RRCC Office of Inclusion and Diversity October 2015

Addressing Diversity in STEM: Financial aid indicators 10 participants; mix of FT and PT Higher percentages of women and minorities receive Pell Grants at the Community College level *Data from AACC and AGI Status of the Workforce reports

Addressing Diversity in STEM: First generation (FG) Students http://www.americangeosciences.org/sites/default/files/currents/Currents%20105-ParentsEducationLevelS%26E.pdf

LIFG Students in STEM The “Invisible” minority RRCC is rapidly becoming a predominantly LIFG institution Students sense of belonging is often impeded* *See reference http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_088832.pdf

LIFG Student Barriers to Success Human Capital Cultural Capital Social Capital Financial Capital Belonging Uncertainty Walton and Cohen (2007), Ward, et al (2012), Schwalbe (2007)

Belonging Uncertainty Academic Integration Cultural Integration Social Integration Human Capital Cultural Capital Social Capital Financial Capital Belonging Uncertainty Walton and Cohen (2007), Ward, et al (2012), Schwalbe (2007)

Common Student Barriers to Engagement in the Classroom No sense of belonging Lack of self-advocacy Difficulty making social connections Time management Preparation for class

What closes the achievement gap? Increasing student engagement Connecting the student to community Understanding cultural context Creating a multi-contextual environment

Activity 1: Exploring Cultural Context

Cultural/Teaching Autobiography Our own cultural experiences form the lens through which we view the world around us. In today's diverse world of higher education, understanding how this affects interaction with students who do not share that same cultural context is very important. Successfully engaging students in STEM requires meeting them where they are and helping them see how science/math is relevant to their lives.

Alicia Chavez (University of New Mexico) has developed a framework for reflecting on how the cultural context in which we were raised manifests itself in our psychological makeup and how that impacts the way we teach and interact with students. Chavez's process for developing an autobiography includes:

Step 1: Describe your cultural identity in general. Born as…. Born into….. Learned…….. ME!

Step 2: Choose 3 major values or traits originating from your culture Step 2: Choose 3 major values or traits originating from your culture. For each trait Describe it. Discuss the assumptions and beliefs that underlie it. How does it manifest itself in your life and behaviors? How does it manifest in your teaching and the way you interpret, judge, design for, and interact with students? How is it helpful to your effectiveness as an educator? How is it limiting?

Step 3: Reflect Analyze how this suite of values and traits affects your view of and work with students, especially those who have different cultural values than your own.

Cultural Self-Awareness Worksheet Cultural Identity: Value: Value: Value: Origin: Assumptions: Current Reinforcer: Origin: Assumptions: Current Reinforcer: Origin: Assumptions: Current Reinforcer: Behavior: Behavior: Behavior: Cultural Self Awareness Worksheet developed by Alicia Fedelina Chávez, Ph.D., Associate Professor, Educational Leadership & Policy, University of New Mexico

Identity and performance

Stereotype threat Landmark study by Steele and Spencer (Univ of Michigan): Strong women and men math students were recruited One group was given a math test and told that it showed gender differences in the scores The second group was given the math test and told that it showed no gender differences in the scores

When told the test showed gender differences, women performed worse than equally skilled men When told the test showed no gender difference, the women performed at the same high level as the equally skilled men, the underperformance disappeared

Stereotype threat Women and minorities underperformed when they were under the identity contingency of stereotype threat, but not when that contingency was removed. The impact their identities had on them changed dramatically from one situation to the next

Stereotype threat Resource: Whistling Vivaldi: how stereotypes affect us and what we can do by Claude M. Steele

Test for Implicit Bias A set of tools to help individuals assess their cultural blind spots are the tests is run by Project Implicit. The Implicit Associate Tests (IATs) aim to investigate thoughts and feelings that exist outside of conscious awareness or conscious control. These implicit biases do not necessarily constitute prejudice, but they can be predictive of behavior in the absence of conscious efforts to be egalitarian. On the website there are tests probing biases on a number of different axes, including: Skin Tone: Assesses unconscious bias regarding lighter vs darker skin tone Gender - Science: Assesses unconscious bias regarding women in the sciences vs the liberal arts Gender - Career: Assesses unconscious bias regarding traditional gender roles Race: Assesses unconscious preferences regarding blacks and whites Sexuality (Gay-Straight): Assesses unconscious bias regarding homosexual vs heterosexual

Identity and context

Activity 2: LC/MC One Page Worksheet Complete the characteristics table on two levels: The Individual Level: Quickly chose between the two parallel statements in each column that best characterizes you as you work or study within the context of the most familiar educational setting (e.g., department, college, campus, etc) but not at home or other non-academic communities. Circle the letter “M” (for “me”) on either the right or left comment. If you feel you are “both” or “can’t decide,” mark the “M” in the middle between the comments.

Activity 3: LC/MC One Page Worksheet Complete the characteristics table on two levels: The Institutional Level: Now, do the same but select the most appropriate statement or characteristic that best describes the institution in that same educational setting. Circle the letter “O” (for “organization”) on either the right or left comment. If you feel you are “both” or “can’t decide,” mark the “M” in the middle between the comments.

The Emerging Multicontext World Definition of “Cultural Context”: Hall defined it as inter-cultural communication based on observations of interpersonal transactions across a wide variety of cultural interfaces. That transaction takes account of how information is handled and how cultural messages are transmitted. Cultural context translates behavior into meaning – why do people do what they do and how that affects everything around us both consciously and unconsciously.

LOW CONTEXT HIGH CONTEXT MC Interaction Emphasis on words to supply meaning & low use of non-verbal signals Communication is direct Disagreement is depersonalized Interaction High use of non-verbal signals with words to contextualize meaning. Communication is indirect Disagreement is personalized

Example: Lab Activities LC HC Individuated Traditional science lab Follow a procedure Get a result Analyze result Integrated Inquiry based lab No set procedure Student discovers Develops context This is why we need a variety of learning strategies

Brainstorm: Identify an LC and HC aspect of one of your classes

Strategies Reframe Emphasis on relevance Attract Create community Thrive Raise expectations for success

Activity 3: Action Plan

ENGAGE and INSPIRE