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October 26th | November 2nd | 9th |16th

@ 4pm + 7pm EST 

  • How might we foster students' feelings of belonging in STEM?  

  • How might we align classroom learning activities with students' lived experiences? ​

  • How might we acknowledge and strengthen the identities and interests students bring to our STEM classrooms? 

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Earn 1.0 graduate credit from ASU (stipends available).


CTLE credits available for NYS and NYC STEM teachers. 

Synchronous Meetings Overview*

*Each session is designed to welcome newcomers, please register to join - even if you missed a workshop or a few!

Workshop 1: Opportunities for Transformation - Wednesday, October 26 

Where are the opportunities to design more culturally responsive and sustaining learning activities in our STEM classes? Learn about different STEM equity frameworks that can ground your work (culturally responsive, Anti Racist, and equitable NGSS). Explore a strategy called “Self Documentation” that can be used in your classroom to uncover students' interest and identity to support a classroom environment that promotes belonging. 

Workshop 2: Co-design for Transformation - Wednesday, November 2 

What is the most promising area of iteration for my STEM teaching practice according to my students and professional network? Explore a multitude of ways to bring your equity framework of choice into action in your classroom. Leverage your students’ interest and identity to remix an upcoming learning activity and capture data about what worked and what didn’t. 

Workshop 3: Re-Design for Transformation - Wednesday, November 9 

How might we prototype a culturally responsive and sustaining learning activity and then iterate with our students?  Explore several ways you can engage your students in collaborative re-design of a STEM learning activities to engage students as co-designers of their learning environment. 

Workshop 4: Amplifying Transformations - Wednesday, November 16

What strategies and guiding questions can we share from STEM teachers’ stories of transforming their classroom practice? Engage in a protocol to receive and provide feedback to strengthen your approach to designing STEM classrooms that encourage belonging.