Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
Pre K-12 Education
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.
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. https://peer.asee.org/29525
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