Educators’ Beliefs: The Answer to Increasing Access to STEM

button-download-workshop-files Strand: Equitable leadership practices
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Monroe


Demographic shifts are creating the necessity for K-12 systems to actively engage the challenge of school transformation. Policies, practices, and procedures are no longer sufficient to serve the range of diversity that constitutes the growing student groups comprising many large systems across the country. Baltimore County Public Schools has been engaging in systemic equity training in response to changes in its student and community demographic, specifically challenging staff to consider how race, gender, socioeconomic status, language, and access to rigor impacts the schooling process. The examination of which allows for an analysis of how educator beliefs impact outcomes that promote or detract from students’ access to enrollment in higher level courses that will lead to developing skills necessary to choose STEM careers. This presentation will describe the process, lessons learned, and next steps in this systemic work.


audlinPresenter 1

Jennifer Audlin
Baltimore County Public Schools

Biography: Ms. Jennifer Audlin grew up in Maryland before going to Flagler College in Florida for her undergraduate degrees in English–Secondary Ed, Spanish Ed–K-12, and Latin American Studies. She spent 6 months of her undergraduate studies in Santiago, Chile where she worked on improving her Spanish and Cultural Proficiency. After college, she was hired by Baltimore County Public Schools to teach Spanish. She completed her Masters degree in Michoacán, México. Upon returning she worked to create a system of support to Hispanic students and their families and was the first and only to teach a Spanish course to Spanish-speakers with the goal of improving their literacy skills in Spanish and English.  Ms. Audlin currently works in the Department of Equity and Cultural Proficiency facilitating seminars about racial equity, restorative practices and culturally responsive instruction in additional to coaching school and district leaders as the district strives to close achievement gaps while raising the bar.

Twitter: @jaudlin


Presenter 2

Tracey Durant, Ed.D.
Baltimore County Public Schools

Biography: Dr. Tracey L. Durant: Dr. Tracey L. Durant is a Specialist in the Office of Equity and Cultural Proficiency for Baltimore County Public Schools. Formerly Dr. Durant was the Director of Professional Development at Maryland Nonprofits. Prior to joining Maryland Nonprofits, Dr. Durant was the founding Executive Director of the 100 Black Men of Maryland College Access Program (100 CAP). During her tenure as the Coordinator of Learning Assistance at the Community College of Baltimore County (CCBC), she was responsible for coordinating Title III grant initiatives related to improving developmental education pass rates and closing the achievement gap. She holds degrees from Sojourner-Douglass College, Coppin State University and Morgan State University. Dr. Durant serves as President of the Board of Directors for Child First Authority, Incorporated; President of the Maryland Multicultural Coalition, President of the CollegeBound Foundation Alumni Association, and the Governance/Nominating Committee Chair for Chimes Foundation, Incorporated.

Twitter: @traceyldurant

logan_candicePresenter 3

Candice Logan-Washington
Baltimore County Public Schools

Biography:  Dr. Candice Logan-Washington is a native of Baltimore, Maryland and was educated in the Baltimore County Public School System. She’s currently a Specialist in the Office of Equity and Cultural Proficiency within the Baltimore County Public Schools and holds a doctorate in Urban Educational Leadership with a dual focus in school administration and social policy from Morgan State University. She is an adjunct professor and researcher at Notre Dame University of Maryland. Her research interests include issues of equity and access for marginalized student populations, teacher preparation, training and development.  She believes 21st century teaching, learning and leading requires us to let go of what we currently know about the educational landscape and embrace the dexterity, alternative routes to mastery, global prospectives and simple complexities that today’s learners have to offer.  She is the wife of Gerry Washington Jr. and mother to Gerry III and Logan Washington

Her favorite quote is: “Spread kindness like confetti”

williams_lisaPresenter 4

Lisa Williams, EdD
Director of Equity and Cultural Proficiency
Baltimore County Public Schools

Biography:  Dr. Lisa Williams: Dr. Lisa Williams is Director of Equity and Cultural Proficiency for the Baltimore County Public School System where she is responsible for all educational equity and access initiatives.  Dr. Williams has held the position of teacher, mentor, university professor, and Title I director over her career in education. She has bachelors’ degrees in biology and psychology, a master’s in psychology, and a doctorate in Urban Educational Leadership with an emphasis in social policy.  She has presented at the local, state, and national level on topic related to improving outcomes for marginalized student populations.  Her dissertation study examined Responsive to Intervention (RtI) and the performance of students attending Title I schools.  She has expertise in the areas of educational equity, culturally responsive practice, and school transformation.  Her first book, When Treating all the Kids the Same is the Real Problem:  Educational Leadership and the 21st Century Dilemma of Difference (co-authored with Dr. Kendra Johnson, Esq.) was released in October 2014.

brown_margaretPresenter 5

Margaret Berrios Brown
Baltimore County Public Schools

Biography:  Margaret Berrios Brown is an educator with twenty years of experience in the areas of Bilingual Education and English language learning.   As a member of team BCPS, Margie continued working in ESOL and transitioned to the Office of Equity and Cultural Proficiency.  Prior to BCPS, she served in a variety of leadership roles with the Cleveland Metropolitan School District with the Multicultural Education Program and Department of Curriculum and Instruction.  She was part of the design team for Cleveland’s first Pre-K -12 International Newcomer Academy (Thomas Jefferson Newcomer’s Academy) for English language learners.   Margie is a graduate of Cleveland State University and is enrolled in the master’s program of Leadership and Equity and Cultural Proficiency at Notre Dame of Maryland University.


In this interactive session, participants will learn how to (1) examine district practices and procedures using a racial equity lens, (2) analyze the critical role of adaptive leadership for educators who are advancing an agenda to eliminate racially predictable achievement outcomes and increase participation in STEM, and (3) provide support to leaders and teachers to address racial disparities and increase participation in and success in STEM.

A primary objective for this session is to challenge educators to re-examine their assumptions, beliefs, and values and interrogate how they have contributed to inequities in opportunities and access to educational outcomes for marginalized and underserved students. This interrogation is necessary to provoke change that will lead to systemic educational transformation and increase in access to STEM for students.

Math Matters! Utilizing a Data-Driven Approach to Identify and Eliminate Disparities

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Monroe


Rigorous math matters! The Greater Texas Foundation partnered with E3 Alliance in a statewide analysis, finding high school math enrollment patterns are a game-changer for postsecondary completion. In response, Central Texas is committed to addressing stark economic and ethnicity gaps by 8th grade through a data-driven approach to increase access to advanced mathematics. Attendees will receive strategies and tools for facilitating conversations around systemic changes to improve access.


cbailiePresenter 1

Christine Bailie, M.P.Aff.
Deputy Director, P-16 Strategic Initiatives
E3 Alliance

Biography: Christine Bailie has worked broadly in the field of education for 20+ years teaching, conducting policy work, research, and leading collective impact initiatives and is dedicated to expanding students’ access to and success in postsecondary education. Currently, at E3 Alliance, Christine supports a team of collective impact directors working across the education continuum, develops and maintains strategic relationships with community leaders and funders, and focuses on how to make research more actionable. She has taught at the high school level in the Leander and Cypress-Fairbanks school districts. Christine earned a Master’s of Public Affairs degree with a specialization in Social and Economic Policy from the University of Texas and graduated from Texas A&M with a bachelor’s degree in Economics and a minor in Finance.

Social Media: (LinkedIN)(Facebook)


This session will provide research findings with application beyond Texas. Attendees will participate in a data walk and learn how to replicate this data-driven approach to systems thinking with their local stakeholders. Attendees will receive campus-based recommendations for strengthening math pathways and engage in conversation about how to adapt lessons learned, research and tools to their local context.

Policy Context (10 minutes) – Sharing of major K12 & Higher Ed policy changes in Texas
Longitudinal Research Presentation (30 minutes) – Focus on 3 major equity gaps in middle school (income, race, and rural)
Data Walk (15 minutes) – Demonstrate how large cross-sector audiences can explore data together and discuss systemic barriers
Small Group Conversations (10 minutes) – Participants consider first steps for their work in building strong math pathways at home
Wrap-up (5 minutes) – Discuss who needs to be at the table and how to leverage relationships with funders

It Takes a Village to Create High Tech Pathways

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Tuesday, April 17, 2018 from 1:45 – 3:00 pm
Room: Monroe


The lack of diversity in the tech industry has generated significant attention in recent years. We’ll explore the underrepresentation of African Americans in high tech careers, along with “the pipeline problem,” a commonly cited reason for this occurrence. We’ll also discuss other explanations grounded in statistics, social science research, and anecdotal insight. Participants will brainstorm opportunities to create pathways to high tech to inform professional practices of industry leaders.


covertonPresenter 1

Cynthia Overton, Ph.D.
Principal Researcher
American Institutes for Research

Biography: Cynthia Overton, Ph.D., is a principal researcher with American Institutes for Research (AIR) where she leads projects and tasks designed to enhance opportunities and outcomes for underrepresented populations. She is also an expert in knowledge translation—an approach that engages consumers throughout the research process to make findings user-friendly. In addition, Dr. Overton has been engaged with diversity and inclusion initiatives at AIR for the past 10 years. She is also the founder of, an online repository of resources related to diversity inclusion in high tech. She’s conducted dozens of listening sessions with high tech professionals, non-profits leaders, and policymakers on diversity inclusion in tech. Dr. Overton holds masters and doctoral degrees in educational technology from the University of Michigan; a masters degree in PR/corporate communications from Georgetown University; and teaching credentials from Eastern Michigan University.

Social Media: (LinkedIN)(Facebook)

cmoorePresenter 2

Cherise Moore, Ph.D.
Senior Researcher
American Institutes for Research

Biography: Cherise G. Moore, Ph.D., is a senior researcher at American Institutes for Research (AIR). Dr. Moore leads national and state-level projects related to adult learning and career pathways. She provides leadership on career preparation and advancement, representing AIR in the field with CTE and career pathways educators and business and industry stakeholders. Dr. Moore is the deputy director for the Nevada Adult Education and Family Literacy Act (AEFLA) Leadership Professional Training Project and leads CALPRO project work related to administrative leadership training. Prior to AIR, Dr. Moore served as a practitioner in a southern California school district in adult and career and technical education. She holds a Ph.D. in Public Administration and a M.A. in Educational Administration and Leadership from Arizona State University. She also received a M.A. in Urban Planning and B.A. in Political Science from the University of California, Los Angeles.

Social Media: (Facebook)


The lack of diversity in high tech careers has generated significant attention in recent years. An analysis of EEO-1 data found that compared to private industry, the high tech sector employs a larger share of whites (63.5 percent to 68.5 percent) and Asian Americans (5.8 percent to 14 percent) and a lower share of African Americans (14.4 percent to 7.4 percent) (EEOC, 2016). The lack of diversity in Silicon Valley’s tech workforce is much more extreme, which consists of less than 5 percent African Americans. In response to this, the tech sector has initiated a host of strategies such as incentivizing recruiters to identify a more diverse talent pool of candidates, creating talent development and pipeline recruitment programs that engage underrepresented minorities, and hiring corporate diversity and inclusion leaders. However, significant opportunity exists for parents, teachers, counselors, professors and other stakeholders that serve a critical role in the upbringing, education, and character development of potential technology professionals to offer input to tech companies on creating a more diverse workforce. This session will offer such a platform to generate innovative ideas that serve to enhance diversity throughout high tech.

This presentation will involve an open discussion about the underrepresentation of African Americans in high tech careers. It will begin by exploring one of the most commonly cited reasons for the lack of diversity in high tech—a “pipeline problem.” The discussion will then address alternatives to the “pipeline problem” school of thought that are grounded in statistics, social science research, and anecdotal insight to help participants think deeper about the issue, including: graduation trends from computer science programs; student confidence; geographic location of underrepresented populations; limited social capital among underrepresented minorities; lack of exposure to pathways in technology or the “information gap; and unconscious bias.

The session will then discuss existing strategies that provide industry training and immersive experiences to underrepresented minorities such as talent development and pipeline recruitment programs offered through, schools, nonprofits, and the technology sector. Participants will be given a handout with a URL and QR code that will take them to a website that offers resources on opportunities for people from underrepresented populations to pursue careers in high tech.

Next, participants engage in a “Voices from the Village” activity, which will involve working in small groups to engage in a brainstorming activity to develop insights and actionable strategies that can help enhance diversity inclusion in high tech. One set of strategies will be designed for the high tech community, while the other set of strategies will be designed for the “village” or community of teachers, counselors, professors, and others that have a significant role in shaping the development of youth as they prepare for adulthood and the possibility of careers in high tech. Participants will be given a brainstorming and reporting template to support this process.

Following the brainstorming session, participants will reconvene with the larger group to report out highlights of their discussion. If time permits, others will be given the opportunity to give input on group suggestions to build on ideas. Participants will then be asked to submit their written synopsis to facilitators. After the conference, the facilitators will synthesize information and package it in a user-friendly document.

To promote the utilization of ideas generated through the session, presenters will disseminate the document to diversity inclusion leaders at various high tech companies to help inform their professional practices as they design and implement initiatives to increase the number of underrepresented minorities entering high tech. Facilitators will also post the information on so that it can be accessed and used by educators and other practitioners in the K-12 and post-secondary environments.

This session will be led by Cynthia Overton, Ph.D. and Cherise Moore, Ph.D. Dr. Overton has conducted more than two dozen listening sessions with high tech professionals, non-profits leaders, and policymakers on diversity inclusion in tech, has 12 years of AIR experience working on projects that improve outcomes for underrepresented populations; holds a doctorate in educational technology; is a former teacher in urban school system; serves as a board member for Quality Education for Minorities Network; and is the founder of Dr. More has presented multiple sessions related to career pathways and CTE; is founder and coordinator for the African-American College Planning Conference; has six years of experience at AIR working on projects that improve outcomes for adult learners and underrepresented populations; is a former public school teacher and school administrator; and currently serves as a high school district school board member.

Professional Development From the Inside Out: Transforming Campus Culture With Equity-Based Non-Cognitive Pedagogy

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Monroe


An evidence based model to cultivate campus stakeholder buy-in for equity-based change in campus culture through a series of in-house facilitated professional development programs that teach non-cognitive pedagogy, emphasize why culturally relevant curriculum and programming is vital to student success, provide colleagues with practical tools for implementing non-cognitive practice, and offer colleagues support to develop, research, and disseminate new student success strategies.


eImhofPresenter 1

Elizabeth Imhof, Ph.D.
Faculty Resource Center Faculty Director
Santa Barbara City College

Biography: Dr. Imhof is the Faculty Resource Center Faculty Director at Santa Barbara City College where she co-directos two Hispanic Serving Institution Federal grants. Before beginning her academic career, she worked as a community organizer facilitating programs to build dialogue and understanding between diverse religious and cultural groups. Dr. Imhof now combines her academic interests and her desire to promote equity and diversity based education at SBCC where she has taught history and Social Justice Research and co-founded SBCC’s Middle East Studies Program. Midway in her career, confronted by falling student success rates, Dr. Imhof began to employ a wide range of non-cognitive/social-emotional pedagogies with great success. She now continues her work and research in non-cognitive learning, curriculum design, and leads experiential workshops to demonstrate to faculty and administrators the essential nature of non-cognitive teaching to student success and equity.


The belief that one does not belong in higher education is among the greatest inhibitors to success for underserved college students. This unique and experiential workshop will demonstrate and present evidence for how non-cognitive/social emotional learning pedagogy works to support student success and persistence through the cultivation of a sense of academic and cultural belonging. The benefit of non-cognitive pedagogy springs from the collaboration among faculty and educational professionals and students who co-produce knowledge to ensure courses and campus programs support student equity, are relevant to students’ experiences and goals, are academically rigorous, and cultivate belonging and community among students, faculty, and other campus educational professionals.

Workshop participants experience examples of non-cognitive teaching from the perspective of the student and leave the workshop with tools and techniques that can be immediately integrated into any academic discipline or program. As participants live through the pedagogy, they more fully internalize the methodologies and appreciate the personal development benefits of the techniques, as well as become grounded in the academic and communication skills they will be encouraged to share with their students.

Despite the documented evidence of the benefits, disseminating affective strategies across a college campus is challenging. Faculty often resent the imposition of perceived outside and trendy teaching practices and actively resist administration or institutional encroachment into the classroom. Administrators and Student Services staff often resist change in their programs because of territorialism and limited resources and funding. The Affective Learning Institute (ALI) provides a model for how to get faculty, administrator, and staff buy-in for sweeping equity-based change through in-house created and facilitated professional development opportunities that lead to a certificate in affective learning that can be completed in a year. Through a series of four multi-day workshops and a monthly Inquiry Group meeting, The ALI model teaches the basics of non-cognitive teaching and learning strategies, emphasize why social-emotional learning and culturally relevant teaching and programming is vital to the success of underserved student populations, provide participants with practical tools for incorporating non-cognitive pedagogy into their classrooms and campus programs without sacrificing core content, empowers participants to develop and research new student success strategies, and provide opportunities for faculty, administrators and staff campus-wide to collaborate and disseminate best practices.

Participants leave the ALI committed to enhancing the quality of relationship between faculty, administration, staff, and students, a key factor for successful student learning, a sense of belonging in the college environment, and student retention. The social-emotional experience of a student is key to learning and the quality of that experience is largely related to a student’s sense of place in the college learning culture. In a recent study of 30,000 college graduates, participants rated “supportive relationships with professors,” as the most important factor in evaluating whether or not their college experience had been worth the cost. According to studies at the Center for Disease Control, school connectedness, which is defined as how strongly students feel a sense that they belong to their school community, may be the number one contributing factor to students’ academic success. A sense of belonging is strongly correlated to educational outcomes including school attendance, staying in school longer; and higher grades.
Participants will understand how equity, relevance, and belonging increases student success through experiencing non-cognitive pedagogy from the perspective of the student and reviewing evidence demonstrating the success of non-cognitive teaching and learning methods. We will provide national evidence for how and why non-cognitive teaching works, evidence from our campus programs for how these practices have earned SBCC national recognition as one of the leading community colleges in America including the prestigious Aspen award for #1 Community College in America, and the Affective Learning Institute (ALI) model for comprehensive, faculty-led professional development that supports SBCC as one of the most successful community colleges in the country with student success rates far above the national average.

Furthering Girls’ Math Identity: Increasing Equity in STEM

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Monroe


This workshop will focus on girl’s math identity – the belief that you can do math and the belief that you belong – as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.


mfroschlPresenter 1

Merle Froschl
Director, Educational Equity
FHI 360

Biography: Merle Froschl is Director of Educational Equity at FHI 360. She has more than 35 years experience in education and publishing, developing innovative programs and materials that foster equality of opportunity for students regardless of gender, race/ethnicity, disability, or level of family income. Ms. Froschl provides leadership and oversight to projects that include curriculum development, professional development, parent education, research and evaluation. Recent projects include Furthering Girls’ Math Identity, Right from the Start in the Digital Age, Great Science for Girls, and After-School Math PLUS.

mstimmerPresenter 2

Maryann Stimmer
Senior Technical Advisor, STEM
FHI 360

Biography: Maryann Stimmer has extensive experience in formal and informal STEM (science, technology, engineering, and math) education. She conducts professional development and develops programs and materials that address equity issues around gender, race/ethnicity, and disability. She was the science advisor for Playtime is Science–recognized by the US Department of Education as an exemplary program and is co-author of Playtime is Science for Students with Disabilities. Her publications include After-School Science PLUS and After-School Math PLUS. NASA-funded curricula include Ring World, Design a Discovery Mission, and Exploring the Solar System. She designed and implemented the FUSE model used by The AfterSchool Corporation (TASC) and replicated within other jurisdictions attempting to institutionalize STEM programming.


Girls get the message — from the toys they play with, the TV shows they watch and the attitudes of their parents, teachers and peers — that math is not for them! From an early age, girls are taught that math success is about an innate ability that they lack and that being feminine and being good at math are mutually exclusive. As a result, girls do not develop a positive math identity — an identity that research tells us is key to their interest, participation and persistence in science, technology, engineering and math (STEM) education and careers. Without a solid background in math, girls will not develop the critical STEM skills that will be required for 60 percent of the new jobs that will become available in the 21st century.

Despite significant progress in closing the gender gap in STEM, inequities in girls’ and women’s participation and persistence in math and across STEM education and careers remain. According to the U.S. Census Bureau, women make up 48 percent of the U.S. workforce but just 24 percent of STEM workers. Within STEM, the largest number of new jobs are in the Computer Science and Mathematics field. However, the gender gap in Computer Science and Mathematics careers has increased rather than decreased, with female representation decreasing since 2000.

This workshop will address the issue with a focus on girl’s math identity – the belief that you can do math and the belief that you belong — as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.

The workshop, which will include both large group presentation and small-group activity, will include the following:

• First-hand experience: The presenters have first-hand experience with the subject matter. They developed and implemented a successful capacity-building project to further girls’ math identity, funded by the National Science Foundation. The workshop will be based on the findings from that project which included expert convenings, a Networked Improvement Community (NIC), and several Research-Practice Partnerships (RPPs).

• Practical-Application-Focused information: The workshop will present information about current research as well as its practical application. Participants will discuss the importance of key “drivers” that have been identified for improving girls’ math identity (i.e., the practices and systemic changes needed to promote girls’ math identity). The three primary drivers are: 1) Educators’ awareness and implementation of practices, attitudes and beliefs that can support positive math identify formation in girls; 2) parents and other trusted adults in a girl’s life who have positive views and expectations of girls’ abilities in math; and 3) a growth mindset or a positive/productive mindset supporting positive math identity in girls.

• Engage participants in an activity or hands-on learning: The workshop will involve participants in engaging hands-on, minds-on activities. In one, they will examine the messages prevalent in baby congratulations cards and how they may help form notions of differing roles for girls and boys and the link between these early messages and the underrepresentation of girls and women in STEM. In another, they will have the opportunity to discuss a diagram outlining the “drivers” of girls’ math identity and problem-solve actions they can take to address them.

• Provide useful handouts: A packet of materials will be distributed including articles of interest, access to the Girls’ Math Identity website and materials, a copy of the driver diagram, and a list of resources.

• Present effective strategies focused on one or more special populations or other underrepresented groups: The workshop will focus on strategies for engaging girls in math as a way to ultimately increase the participation of girls and women in STEM education and careers. Many of these strategies are applicable to other underrepresented students/populations as well.