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Integrating Social Justice into your STEM Classroom: Redlining & Environmental Science

Author(s): Tamara Basham1, Denise Piechnik2, Durrain Ansari-Yan3, Mackenzie Boyer4, Marci Cole Ekberg5, Matthew Joshua Heard6, Adriane Clark Jones7, Shannon Jones8, Jennifer Kovacs9, Erica Lannan10, Pat Marsteller11, Mary Mulcahy2, Sarah Prescott12, Gustavo Requena Santos13, Ethell Vereen14

1. Collin County Commuity College District 2. University of Pittsburgh at Bradford 3. Diablo Valley college 4. Arizona State University 5. Diablo Valley College 6. Belmont University 7. Mount Saint Mary's University 8. University of Richmond 9. Agnes Scott College 10. Prairie State College 11. Emory University 12. BioQUEST - Executive Director / UNH - Assoc. Prof. 13. Science Yourself 14. Morehouse College

114 total view(s), 36 download(s)

Summary:

Materials for the workshop on social justice presented at the 2021 BIOME Institute.

Licensed under CC Attribution-NonCommercial-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 25 Jul 2021 doi:10.25334/CZ5X-A141 - cite this

Description

By intentionally incorporating social justice activities and conversations in your classroom, you afford your students opportunities to engage in authentic examinations of their world and to make positive changes. This spring, our Faculty Mentoring Network (FMN) created models for introducing social justice issues into a variety of classes (introductory to upper-level STEM majors, non-STEM majors, and first-year experience). In this interactive workshop, our FMN members will discuss promises and pitfalls of design and integration for activities that they developed. Maximizing interactivity in smaller breakout groups, participants will be able to gain hands-on experience with some of the tools that can be used to explore social justice issues in STEM classrooms. Participants will also be encouraged to consider and provided guidance for adapting the presented tools and activities within their own communities. This workshop is one of two that use the historical practice of redlining as a gateway to discussing social justice issues in STEM courses. This first workshop introduces redlining in the context of Environmental Science, and a second complementary workshop is offered that focuses on redlining in the context of human health. Participants are encouraged to attend both workshops, as the two will discuss different tools and educational resources.

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