Svarovsky, G. N., & Kirkland, P. K. (2018, April), Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration  Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. 10.18260/1-2--29525

\bibitem{asee_peer_29525}
  Svarovsky, G. N., \& Kirkland, P. K. (2018, April), \emph{Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration}
  Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia.
  10.18260/1-2--29525

Gina Navoa Svarovsky and Patrick K. Kirkland.  "Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration".  2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia, 2018, April.  ASEE Conferences, 2018.  https://peer.asee.org/29525 Internet.  22 Apr, 2024

\bibitem{asee_peer_29525}
  Gina Navoa Svarovsky and Patrick K. Kirkland.
  "Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration".
  \emph{2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia, 2018, April}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29525 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_29525
author = "Gina Navoa Svarovsky and Patrick K. Kirkland"
title = "Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration"
booktitle = "2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference"
year = "2018"
month = "April"
address = "Crystal City, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29525}
number = {10.18260/1-2--29525}
}

TY  - CPAPER
AB  - Increasingly, engaging young people in engineering design challenges that are grounded in social justice issues have been shown to provide meaningful and inspiring learning opportunities for pre-college students. These authentic engineering learning contexts often require an integrated approach to the STEM disciplines, weaving together the disciplinary content and practices relevant to addressing not only a real world problem, but one that immediately improves the everyday living conditions of others. However, in order to orchestrate and deliver these types of experiences for young students, it is helpful for K-12 teachers to first participate in such an opportunity as a learner, and then engage in reflection on that experience with an educator’s lens. 

This presentation focuses on one such professional development opportunity for middle school teachers. As part of a 2.5 year fellowship, middle school teachers in their second year of the program participate in a STEM Integration experience that contextualizes the Engineering is Elementary (EiE) Water Filters unit within the Flint Water Crisis in Flint, Michigan. The presentation describes the design and implementation of the professional development sessions, which modified the EiE unit and incorporated elements of the Flint Water Study citizen science project. In addition, survey and interview data collected from the STEM Teaching Fellows will be presented, as well as examples of how the teachers took these ideas back to their classroom to recontextualize engineering design challenges to social justice issues within their communities. 

AU  - Gina Navoa Svarovsky
AU  - Patrick K. Kirkland
CY  - Crystal City, Virginia
DA  - 2018/04/29
PB  - ASEE Conferences
TI  - Designing and Implementing Teacher Professional Development that Connects Social Justice and STEM Integration
UR  - https://peer.asee.org/29525
DO  - 10.18260/1-2--29525
ER  -