Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Margaret Pinnell; Leanne Petry; Kelly Bohrer; Kellie Schneider; Marjorie Langston; Elizabeth Generas

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Conference: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: Arlington, Virginia
Publication Date: February 25, 2024
Start Date: February 25, 2024
End Date: February 27, 2024
Conference Session: Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience
Tagged Topics: Diversity and CoNECD Paper Sessions
Page Count: 17
DOI: 10.18260/1-2--45446
Permanent URL: https://peer.asee.org/45446
Download Count: 223

Paper Authors

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Margaret Pinnell University of Dayton

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Dr. Margaret Pinnell is a professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton.

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Leanne Petry Central State University

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Dr. Leanne Petry is a Materials Engineer and Professor in the College of Engineering, Science, Technology, and Agriculture (CESTA) at Central State University (CSU). Her expertise is in analytical and materials characterization techniques, including microscopy, spectroscopy, chromatography, and electrochemistry. Her research interests include oxidation-reduction reactions at the surface of electrodes for sensor applications, corrosion mechanisms of materials, as well as their electrochemical degradation. She currently serves as the American Association of University Professors (AAUP) – CSU Chapter President, the Director of Faculty Development in the Center for Teaching and Learning (CTL) as well as Chair of the Diversity, Equity and Inclusion (DEI) Council at CSU. She advocates for the incorporation of high impact practices such as problem-based learning into educator lectures, laboratories, and outreach activities to engage students and the community in the education process, particularly STEM education.

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Kelly Bohrer University of Dayton

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Kelly Bohrer is the Executive Director of the ETHOS Center, a community engagement center connecting students, faculty, and staff with NGOâ€™s around the world for technical projects as part of immersions, teaching, and scholarly activity. She also is th

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Kellie Schneider University of Dayton

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Kellie Schneider is an Associate Professor in the Department of Engineering Management, Systems, and Technology at the University of Dayton. Prior to joining the faculty at UD, she was an instructor in the Freshman Engineering Program at the University of Arkansas. Her research interests are in the areas of engineering education and community-based operations research.

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Marjorie Langston Langston

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Elizabeth Generas

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Abstract

Intercultural awareness, communication and competence have become critical professional skills. Teachers at all levels need these skills to ensure that all students in their classroom have equitable access to learning, and to effectively prepare their students to engage in an increasingly diverse and multicultural world. The US Department of Education has made broader global skills for students a priority and has charged colleges,and schools to provide new learning opportunities and course work to successfully develop these skills in teachers. Similarly, Some argue that international travel is integral to teacher preparation, encouraging a sense of “otherness” and an appreciation for the role of human difference, addressing misconceptions and stereotypes, and challenging teachers’ understanding of their “professional self.” Additionally, It is well established that the US has a need for enhanced participation as well as increased racial and gender diversity in the STEM Fields, particularly engineering. Teachers are critical to inspire and motivate students to consider pursuing STEM. However, stereotypes, and bias can impact how they engage with students, and who they believe “has what it takes to be an engineer.” Enhancing the cultural competence of teachers can help mitigate the bias and stereotypes, and help ensure more equitable access for students to being inspired to pursue STEM. To address these issues, two regional universities collaborated on a National Science Foundation Research Experience for Teachers grant to provide transformative international and intercultural experiences for teachers focused on human-centered design and appropriate technology for developing countries. Integrated throughout this experience, is professional learning aimed at developing the cultural competence of the teachers, and coaching to help the teachers integrate this learning, as well as their engineering experiences into their classrooms. This paper will summarize key findings from two cohorts of participants with a focus on how this experience impacted the cultural competence of the teachers.

Citation
Format

Pinnell, M., & Petry, L., & Bohrer, K., & Schneider, K., & Langston, M., & Generas, E. (2024, February), Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45446

TY  - CPAPER
AB  -  Intercultural awareness, communication and competence have become critical professional skills. Teachers at all levels need these skills to ensure that all students in their classroom have equitable access to learning, and to effectively prepare their students to engage in an increasingly diverse and multicultural world. The US Department of Education has made broader global skills for students a priority and has charged colleges,and schools to provide new learning opportunities and course work to successfully develop these skills in teachers. Similarly, Some argue that international travel is integral to teacher preparation, encouraging a sense of “otherness” and an appreciation for the role of human difference, addressing misconceptions and stereotypes, and challenging teachers’ understanding of their “professional self.”  Additionally, It is well established that the US has a need for enhanced participation as well as increased racial and gender diversity in the STEM Fields, particularly engineering. Teachers are critical to inspire and motivate students to consider pursuing STEM.  However, stereotypes, and bias can impact how they engage with students, and who they believe “has what it takes to be an engineer.”   Enhancing the cultural competence of teachers can help mitigate the bias and stereotypes, and help ensure more equitable access for students to being inspired to pursue STEM.  To address these issues, two regional universities collaborated on a National Science Foundation Research Experience for Teachers grant to provide transformative international and intercultural experiences for teachers focused on human-centered design and appropriate technology for developing countries. Integrated throughout this experience, is professional learning aimed at developing the cultural competence of the teachers, and coaching to help the teachers integrate this learning, as well as their engineering experiences into their classrooms.  This paper will summarize key findings from two cohorts of participants with a focus on how this experience impacted the cultural competence of the teachers.  
AU  - Margaret Pinnell
AU  - Leanne Petry
AU  - Kelly Bohrer
AU  - Kellie Schneider
AU  - Marjorie Langston Langston
AU  - Elizabeth Generas
CY  - Arlington, Virginia
DA  - 2024/02/25
PB  - ASEE Conferences
TI  - Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience
UR  - https://peer.asee.org/45446
DO  - 10.18260/1-2--45446
ER  -