Overcoming Stereotypes Through STEM-Based Literacy Projects Using Peer Mentoring and Leadership

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Thursday, April 27, 2017
Session VI: 9:45 – 11:00 AM


After introducing participants to the early childhood/primary grade STEM-based books, the presenters will discuss how schools can provide leadership and mentoring opportunities to students. Most of the discussion will focus on theories used in the program, which breaks down gender and cultural stereotypes embedded in STEM culture and literacy. Participants will select a book and collaborate to explore an accompanying hands-on activity that applies the messages conveyed in the story.


Jagielski_Donna 2017Donna Jagielski, Ed.D.

Instructional Coach
Roosevelt Elementary School District

Biography: Donna Jagielski received her Ed.D. in 2016 from Arizona State University. The emphasis of her work has been in the area of instructional practices for the STEM based middle school classroom as well as digital and virtual learning. Dr. Jagielski has been serving the K-12 educational field for over 15 years in the capacities of teacher, instructional coach and administrator. Most of her background is within the high school and junior high levels. Using literacy and hands-on activities as a conduit to introduce younger students to STEM based learning, Dr. Jagielski quickly learned of the positive impact this program had on both groups of students. She later launched a similar program with high school students matched with preschool students and an additional program where high school students were matched up with 5th grade students.


Both STEM-based learning and early childhood/primary grades literacy is filled with gender and cultural stereotypes. This STEM-based literacy program is grounded in several theories that support how educators and administrators can refocus their approach to STEM learning as a whole, especially through the powerful vehicle of peer mentoring. With 15 years of experience as a K-12 educator and administrator, the presenter has initiated a several student-led programs that foster fundamental change. All areas of action research produce fundamental change, but none more powerful than YPAR (youth participatory action research). YPAR is utilized first to demonstrate how fundamental change can take place when older students (high school) serve as mentors for either early childhood (preschool) or primary grades (kinder and first). Female high school students who serve in the capacity of leaders and involved in STEM coursework provide clear role models, breaking down the gender stereotypes of females in these roles. Thie program utilizes social learning theory by Bandura, gender schema theory by Bem, and cross-age peer mentoring (specifically the helper therapy principle of Riessman). Because high school students are the driving force behind this program, the impact is rather immediate. This program provides high school students with opportunities for active mentoring whereby they facilitate thought-provoking questions to further examine the potential gender and cultural stereotypes found in such STEM-based books and then examine how to create coordinating hands-on activities that apply the concepts embedded in the storybooks. Placing an emphasis on the environment, various upcycled, reuse, and everyday materials will be used in the accompanying hands-on activity for this session. Participants will explore a variety of hands-on activities that relate to the message of the storybook and that will have relevancy to their local context. The presenter will examine and discuss how teachers and administrators can work in conjunction with the high school students to fully support them in the leadership role, because they are expected to make the decisions on developing the STEM literacy program so that it is most successful for all stakeholders. All participants will receive an electronic copy of the handout for the session upon providing an email address. The handout will include the list of books used in the program and several suggested hands-on lesson components.


K-12 teachers and administrators. Audience should have some familiarity of STEM based learning. Audience should demonstrate an interest in utilizing peer mentoring, leadership and literacy within their organization.

Addressing the STEM Achievement, Access, and Literacy Gaps Disproportionately Limiting Low-Income, Under-Resourced, and Minority Student Opportunities

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


STEM achievement, access, and literacy gaps disproportionately limit low-income and minority student opportunities. STEM professionals are uniquely positioned to meaningfully utilize their talent and real-world expertise to deliver an authentic, rigorous, and relevant STEM education. EnCorps recruits, selects, develops, and supports the best and brightest STEM professionals to address the shortage of high-quality, impactful educators for under-resourced students in high-need communities.


WILCOX_katherine 2017Katherine Wilcox

Executive Director
EnCorps STEM Teachers

Biography: Katherine’s career includes more than 25 years of experience in senior management positions in privately-held and public, multi-national corporations, as well as co-founding and leading a national, computer accessories brand. With an appreciation for education, and an understanding of the importance of high standards, hard work, diversity and challenge, she sought a “life-reimagined” career as an educator by joining the EnCorps STEM Teachers Program in 2010. In 2013, Katherine became EnCorps’ Southern California Program and Recruitment Director and in 2014, she was tapped to lead EnCorps as Executive Director. She received Bachelors of Art in both Economics and International Affairs from the University of Colorado, Boulder.


The EnCorps STEM Teachers Program recruits, transitions, and supports experienced professionals and military veterans in the STEM fields to enter classrooms as teachers and tutors, addressing the unmet demand for highly qualified teachers to deliver an excellent STEM education to all children in disadvantaged communities. This program utilizes the strategies relevant to second career professionals to develop the pipeline of outstanding teachers who will inspire the next generation of innovators and problem solvers. EnCorps Educators represent our nation’s top STEM experts; they have been employed an average of 17 years as a STEM professional, and 80 percent have earned either a master’s or PhD in a STEM subject.

EnCorps provides:
• comprehensive professional development to prepare participants for urban classrooms
• early teaching experiences as tutors and guest teachers in high-need public schools
• support from EnCorps staff in navigating the transition to teaching
• partnerships offering accelerated teaching certification with statewide IHEs, county offices of education , and charter management organizations

EnCorps STEM Teachers Program Pathways:
EnCorps offers two pathways to full-time teaching. The Single Subject Credential Pathway is EnCorps STEM Teachers Program’s original pathway, typically requires 12-18 months to complete, and continues to lead to a credential in biology, chemistry, physics, foundational science, geosciences, math, or foundational math. The CTE Credential Pathway is EnCorps’ newest, in which school districts and county offices of education provide online instruction for 15 weeks, crediting industry professional experience and adding STEM pedagogy instruction. EnCorps requires the bachelor’s degree and supports professionals from the following industry sectors: Arts/Media, Energy/Utilities, Engineering/Design, Finance/Business, Health Science/Medical Technology, Information Technology, Manufacturing/Product Development, and Transportation. EnCorps STEMx Tutors Pathway facilitates the means for STEM professionals to stimulate students’ curiosity and to envision new futures for themselves, offers a powerful reward for a limited investment of time, and may inspire some Tutors to consider teaching full-time. EnCorps’ STEM Military Pathway seeks military veterans with technical expertise, who are becoming increasingly available because of the reduction of force from all branches of the military. EnCorps’ Cohort Model begins annually with the Summer Residential Institute. All STEM experts recruited by EnCorps, regardless of pathway, begin their experience by tutoring in a partner organization or school serving high-need students.

EnCorps will share its Theory of Change and share its answers to:
* Where do you find these Unicorns?
* How can you convince them to transition to public service through teaching?
* What should you consider when interviewing and selecting candidates?
* What can or do you do to train and support career changers in a transition to teaching in a high-need community?
* How do we retain these teachers?


Career and technical education and workforce development professionals, business representatives, administrators. I expect that the audience will have a high level of understanding about the need for improved applied math and science teaching in under-resourced communities.

Five Focused Approaches to Retain and Support Women in STEM Degrees and Careers

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session IV: 3:15 – 4:15 PM


Recent research in Utah has revealed that women in STEM degree programs and careers often feel isolated and excluded through intentional and unintentional messaging. This presentation will highlight how educational and community leaders can empower prepared women to effectively define their earned space within the STEM community.


THACKERAY_SUSAN_2017Susan Thackeray, Ed.D.

Assistant Professor
Utah Valley University

Biography: Dr. Susan L. Thackeray is an Assistant Professor, Technology Management in the College of Technology and Computing at Utah Valley University. She has over twenty years of demonstrated administrative leadership in industry and education that includes international and domestic higher education instructional design, distance learning development, usability testing, workforce development, and team organization/training. Dr. Thackeray is noted nationally for the innovative UVU Business Engagement Strategy Career Pathways model to prepare and transition students efficiently into the workforce. Susan is currently the Utah state lead for the National Alliance for Partnership in Equity-STEM Equity Pipeline Project. She is the honored recipient of the Utah Women Tech Council innovation award for Educational Excellence. Dr. Thackeray holds a doctorate from Northeastern University, Boston with a research focus of underrepresented populations in STEM.

THACKERAY_LYNN_ROY_2017Lynn Roy Thackeray, Ed.D.

Lecturer, Computer Science
Utah Valley University

Biography: “Dr. Thackeray’s professional background includes twenty-five years of progressively responsible positions in software and systems development, IS, and technology management and senior technical leadership. He has real world experience of creating enterprise level software solutions for a number of different industries, including mobile and web based products. Dr. Thackeray has received industry notice for developing an Agile Scrum project management methodology combined with a test-driven software development life cycle (SDLC) process that he has used to successful manage several enterprise level projects.
Dr. Thackeray’s academic experience includes over eight years as a university level instructor. He has taught Computer Science courses both on-line and in the classroom, with emphasis on software design and architecture, and web development. He has developed the curriculum for mobile applications development and advanced Object Oriented Programming courses.”


Recent research conducted through Northeastern University by UVU College of Technology and Computing faculty Dr. Lynn Thackeray and Dr. Susan L. Thackeray suggests that subtle messaging of exclusion occurrs within the educational system and often continues into professional settings where women are underrepresented. The research outcomes identify five focused approaches to retain and effectively support women in STEM degree programs and careers. The workshop will present the findings from two Northeastern University Interpretive Phenomenological Analysis studies conducted during 2015 and 2016 that document successful women in STEM degree programs and careers. The findings highlight what the participants did to persist and succeed in STEM environments where messages of exclusion were present. In addition to the findings, the researchers will share identified interventions to support and retain women in STEM degree programs and careers. Supportive group activities, handouts, data, and best practices will be shared with the workshop attendees.


Administrators, faculty, staff, community, and industry partners

Embracing the Complexity of STEM Ecosystems: Effectively Applying New Research to Support Equity in STEM Education

button-download-workshop-filesThread: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


Progress has been made to understand the different factors that influence the participation of underrepresented groups within STEM ecosystems, yet research findings are often misapplied through “quick-fix” solutions that address a snapshot of STEM ecosystems. This interactive workshop will build participant knowledge in applying new research findings through specific strategies and authentic examples of practices that promote equity in P-12 settings, informal learning settings, and higher education.


Provost_Lauren 2017Lauren Provost, Ph.D.

Director of STEM Outreach
Dartmouth College

Biography:  Dr. Lauren E. Provost is the Director of STEM Outreach at Dartmouth College. Her research interests include STEM education and policy and quantitative methodology. She currently serves on the NH STEM Governor’s Task Force and previously served on the Massachusetts Department of Education’s STEM Advisory Council, charged with developing the definition of STEM as well as developing effective strategies for addressing K-12 STEM education and policy. On the national level, Dr. Provost serves on the policy and professional development committees for the National Alliance for Partnerships in Equity. Her two most recent publications include a review of the social-justice themed work, Rethinking Mathematics by Eric Gutstein and Mathematics Achievement Gains of Rural, Urban, and Suburban Students between Kindergarten and Eighth Grade for the Carsey Policy Institute. In all her work, she is an advocate for equity and excellence in education for all students.


This workshop will expose participants to key research findings through specific strategies and authentic examples of equitable practices in education. Workshop participants will engage in think-aloud protocols and role-playing techniques to build an understanding of strategies that are relevant to educators and leaders in both formal and informal educational settings and higher education.

A a variety of complex, interwoven factors influence the participation of underrepresented groups across STEM pathways, from early childhood through their K-12 educational experiences into higher education. Progress has been made to understand different factors that influence the participation of underrepresented groups within STEM ecosystems, yet research findings are often applied through “quick-fix” solutions that address a snapshot of STEM ecosystems. There is little or no evidence that these bandaid-type solutions result in measurable increased participation. Most professional development promotes general practices rather than content-specific or authentic practices that promote equity.

Failure to effectively apply research in STEM education is a root cause of the failure of many reform efforts across the United States. Understanding that different factors influence the participation of women and other underrepresented groups within STEM ecosystems is complex and there is still much to learn, but newer research tells us key information about the development of STEM interest, identities, career awareness, teacher training, and learning settings.

Parents, teachers, and other educational leaders are often part of first experiences with STEM; therefore, they are integral to the relationships developed with the STEM disciplines. Professional development is imperative because impact can be made to build awareness of equitable practices (Campbell, 1995; Karp, 1988). Teachers, higher education, and industry participate in creating environments that either foster equitable environments or create uncomfortable and sometimes hostile environments that cause a lack of retention across STEM pathways. We present authentic examples that embrace and connect to the complex STEM ecosystems in which equity can be assessed.

This workshop provides practical, ready-to-implement, current, research-based, equity practices in STEM education from preschool through high school and higher education, covering an array of community and social factors, all key in understanding increasing underrepresented groups’ participation within complex STEM ecosystems.

Participants will:
• understand current definitions of STEM education, the role of the arts, and how they differ and influence equity in STEM education
• understand research-based conditions and concrete applications that promote effective STEM education in schools and informal learning settings
• participate in role-playing and think-aloud activities that build application knowledge and provide participants with ready-to-implement strategies
• understand problematic applications of STEM educational research
• build skills to create their own library of research specific to their own professional area
• understand the AERA standards and how they are applied in the review and critique of research
• understand teacher and mentor practices that support effective STEM education
• gain knowledge of model STEM programs that explicitly focus on equity and what is needed to implement these elements
• understand the use of inquiry as a way to embed equity in specific STEM content

Activities will encompass:
• creating reusable equity reflections
• reviewing equitable curricula that create space for integrating students’ personal experiences and interests, and that provide local relevance
• reviewing video examples illustrating the critical pedagogical role of iterations (both for reframing failure)
• reviewing case studies of rich mentoring experiences–connecting ideas and activities to possible STEM futures
• developing a list of equity indicators

Think-aloud activities will model:
• generative sharing and feedback opportunities
• multiple pathways for engagement
• recognizing and cultivating potential in all students
• cultivating intellectual safety, risk taking,and opportunities to iterate and evolve support equitable instruction
• encouraging/scaffolding student talk and sense-making • identifying and building on agency, interest, and self-efficacy
• combatting societal factors in the classroom, informal learning settings, and higher education
• grounding activities in equitable practices


This workshop will assume only participant interest in building knowledge of research-based equitable practices in education.


Is STEM Truly for All: The Authentic Voice of Black and Latino Students Regarding Their STEM Motivation

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session II: 10:45 AM – 12:00 PM


This presentation takes an intricate look at the factors that motivate Black and Latino students to engage in STEM. According to the literature, the U.S. workforce could employ as many as 140,000 additional Black and Latino college graduates in STEM fields annually. Thus, the goal of this presentation is to inform the STEM education-to-career pipeline of a five-step, motivation-based process that encourages Black and Latino students to engage in STEM.


Coleman_Adrienne 2017Adrienne Coleman, Ed.D.

Multicultural Education Specialist
Illinois Mathematics And Science Academy

Biography: Adrienne Coleman possesses a Doctorate in Educational Leadership from Argosy University as well as two Masters of Science in Health Education and Educational Administration and Foundation from Illinois State University. Currently, she is employed at the Illinois Mathematics and Science Academy (IMSA), a three year residential high school for gifted students, as the Multicultural Education Specialist. She previously worked at Rutgers University as a Program Development Specialist and at Illinois State University as a Health Educator. Adrienne has served as an AmeriCorps member and has been part of the United States delegation team to assist Moldova in addressing issues of human trafficking and inadequate health education. Her areas of interest include public health, social justice/diversity education and higher/gifted education. She hopes to continue promoting diversity/inclusion and providing enrichment opportunities, specifically STEM related for underrepresented populations.


Is STEM truly for all? According to the literature, it is rare to find gifted and talented Black and Latino Students who are engaged in STEM. They are virtually invisible in STEM majors and careers. Caucasians and Asians view STEM careers as a world of opportunities, whereas Blacks and Latinos view them as challenging and inaccessible. This results from a lack of exposure to STEM in K-12 education, mathematics phobias, students’ misperceptions of what science is, lack of real-life application of science, lack of motivation to succeed, and peer pressure that devalues high achievement. Black and Latino students tend to pursue familiar areas, such as the arts or athletics where they are sure they can excel because their role models have excelled in those areas already.

The literature has shown that Blacks and Latinos are earning less than other subcultures. According to the U.S. Census Bureau, the median income for Blacks is $58,000, almost $20,000 less than Whites. However, the median income for Blacks in STEM careers is $75,000, which is only about $10,000 less than Whites (Landivar, 2013). With Blacks and Latinos not pursuing a STEM education, they are unable to excel in careers that typically provide a higher standard of living (Riegle-Crumb, Moore, & Ramos-Wada, 2010). Whites and Asians view STEM careers as a world of opportunities; whereas, Blacks and Latinos view them as challenging and inaccessible (The Center on Education and Work, 2008). The U.S. Congress Joint Economic Commission stated that between 2010 and 2020 the overall employment in STEM occupations will increase by 17 percent, yet not enough students are pursuing degrees and careers in the STEM fields to meet this increasing demand (Casey, 2012). Thus, this racially based STEM education gap needs to be examined in order to engage more Black and Latino students in STEM careers, and ultimately to improve the economies of those communities.

Although this STEM gap exists, Black and Latino students currently enrolled at the Illinois Mathematics and Science Academy (IMSA) suggest that STEM is for all. They are motivated to engage in STEM, and they plan on majoring in STEM as well as entering STEM careers. These 85 students were asked “What factors do gifted and talented Black and Latino students identify as motivating them to engage in STEM at the Illinois Mathematics and Science Academy, a residential academy for gifted/talented students?” The trends that all students agreed upon include personal drive to learn, obligation to Black and Latino community to eliminate negative stigmas about Black and Latino students, and solve problems/to advance humanity. This presentation will inform educators on an approach to minimize the STEM gap that disproportionately impacts Black and Latino students by providing a five-step, motivation-based process.

This presentation will also serve as the genuine voice of Black and Latino students, which seems to be absent from research; “it is important that we listen to what they are telling us about who they are, what they think, and what they hope to achieve.” In addition,, “research into the motivation of gifted minority students is so scant that there remain many untapped avenues of investigation as we attempt to develop a more complete understanding of the interaction between giftedness, race and ethnicity.” With an understanding of gifted and talented Black and Latino students’ motivation, matriculation to higher education may improve, STEM engagement may be enhanced, and visibility in STEM careers may increase. Diversifying the STEM field may indirectly impact the socioeconomic status of the Black and Latino populations with opportunities to earn more money, have more consistent employment, and obtain leadership positions.


This presentation is for educators who are attempting to motivate Black and Latino Students to become engaged in or major in STEM. It is for professionals in the STEM industry who are attempting to strengthen and diversify the STEM education-to-career pipeline. And it is for Diversity Managers who are attempting to create a more diverse and inclusive workforce. This presentation will speak to both new and seasoned professionals, because the data serves as the genuine voice of Black and Latino students, which seems to be absent from the research.

All Means All: Strategies for Cultural Change in a Texas Urban Middle School

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM


This presentation will retrace the 3-year journey of an Austin Independent School District middle school’s strategy to increase STEM education in a Texas high-tech urban city. Using strategies from NAPE’s Micromessaging Academy, the school has increased understanding of how intentional introduction of STEM activities to all students can have a significant impact. Attend this interactive workshop to learn about efforts by a Texas middle school to motivate and encourage a more inclusive STEM environment.

Quintanilla_Trisha 2017PRESENTERS

Trisha Quintanilla

Mathematics Teacher
Austin ISD

Biography: Mathematics Educator for 13 years across the state of Texas, Teaching many different diverse groups of students.

Gigliardi_Sara 2017Sara Gagliardi

Science Teacher
Austin ISD

Biography: I have been teaching for 13 years in the state of Texas. I have taught elementary and middle school as well at the university level.


This presentation will retrace the 3-year journey of an Austin Independent School District middle school’s strategy to increase STEM education in a Texas high-tech urban city. Although Austin is known as a hot bed for technology and innovation, not all students have had access to STEM education until now. This school’s challenge is to continue to engage educators and students to realize the importance of STEM and of how the arts calls for increased technological skills. Using strategies from NAPE’s Micromessaging Academy, the school is increasing understanding of how intentional introduction of STEM activities to all students and the use of micromessages in the classroom can have a signficant impact. Attend this interactive workshop to learn how this Texas middle school is motivating and encouraging a more inclusive STEM environment.

This interactive presentation will include:
* a description of the student populations served by the Austin Independent School district
* an overview of Gorzycki Middle School, including its STEM Initiatives for girls and underrepresented populations
* a strategies discussion used to reach all faculty members and staff and to share what a comprehensive approach looks like
* a review of the successes and areas for improvement in our continuous journey to educate faculty, staff, and students about the increasing need to master high-tech skills for a variety of STEM and art careers
* a question-and-answer segment


Teachers, counselors, leaders in education, principals, and curriculum specialists