Eduardo Najarro, Ph.D.’s Post

"I'm not a science person" I've heard that reaction so many times from adults after sharing I have a PhD in chemistry. But it stings differently and more impactfully, when it comes from a student. From a kid who hides behind that identity as a protection mechanism, thinking it will lower my expectations of them, to a kid using it as an excuse to "check out." Or a kid who just is not that interested in the content because their passion is in drama, or political science, or poetry, or fine arts, or.... I've found that when a student takes on that as part of their identity, it is rooted in not having experienced science yet. The true experience of developing an experiment you care about, the struggle of carrying it out, gathering data, and the satisfaction of answering your question. Because the truth is, we should all have a part of our identity rooted in the scientific method. The curiosity and creativity, the perseverance, the skepticism, the methodical approach, the critical thinking and problem solving, the project management... We need more STEM research experiences, earlier, and often! So when I read this report, I found it to be so valuable, so validating, as someone who has dedicated their career to STEM research education. And this part stood out to me: "Of all the arguments supporting increased investment in STEM education R&D to solve our current STEM crisis – tepid federal spending, ominously powerful inventions, and the dearth of talent for advancing and managing those inventions – a fourth argument eclipses each of them: STEM education improves the lives of individuals irrespective of their occupation. And in so doing, STEM education improves communities and the country at large. Learners fortunate to enjoy quality STEM education develop creativity through imaginative design, interpretation, and representation of investigations. The tools they use strengthen technology literacy. The mode of discovery is highly social, honing communication and cooperation skills. With no sage-on-the-stage they develop independence of thought. Failure happens, forging perseverance and resilience in its wake. Asking and answering questions nurtures curiosity. Defending and refuting ideas cultivates critical thinking, Truth and facts are evidence-based yet always tentative. Empathy is cultivated through alternative interpretations or points of view. And confidence to pursue STEM as a career comes from doing STEM. The prospect of an entire population of Americans thus equipped is the most compelling case for strategically increased R&D investment in STEM education." Every student should have STEM experiences that make them feel like a science kid, even if its not their career choice. Stay tuned! We at STEMbridge Consulting are developing new core offerings and are undergoing a website revamp. Can't WAIT to share what we've been working on as we try to ensure all students are having valuable STEM research experiences, early and often.

Ensuring STEM is open to everyone is essential to the future of science. Through awards for seven Pathway Summer Institutes for Educators, the DOE Office of Science is supporting nearly 85 educators who either teach at schools and community colleges with large populations of students historically underserved and/or underrepresented in STEM or are educators who are from groups traditionally underrepresented in STEM: https://lnkd.in/eum2gv-k

🎉 Congratulations to Yusra Siddiqui and Sean Porter on their recent journal publication 'Addressing Colonial and Militarized Themes in STEM Education.'   Key themes include: ◾ Unpacking the colonial and militarized foundations of STEM disciplines. ◾ The role of the military-industrial complex in shaping scientific research. ◾ Practical pedagogical interventions to foster more inclusive and critical STEM education. Read it here! https://lnkd.in/e3pQPSZR

Learn more about how to create equitable access to STEM education.

Each country's approach to STEM education reflects its cultural values, economic needs, and educational philosophies. The best practices identified across these nations highlight the importance of integrating hands-on learning, fostering innovation, and ensuring inclusivity in STEM education. By adopting and adapting these practices, educators worldwide can enhance STEM education and prepare students for future challenges and opportunities in the STEM fields.

Discover the latest insights into the evolution of STEM education! 📚✨ As technological and societal shifts continue to shape our world, integrated STEM and STEAM (adding arts) approaches are becoming increasingly important. These methods focus on developing 21st-century skills like creativity and problem-solving. The paper explores the theoretical appeal and practical challenges of integrated STE(A)M education, highlighting the need for more evidence-based practices, especially within the European context. It emphasizes the role of international large-scale assessments in providing valuable insights and the importance of promoting STEM research and securing funding to develop a more effective and inclusive education system.👇

Interested in engaging with the five equity frames for STEM education from the NASEM report, Equity in preK-12 STEM education: Framing decisions for the future? Yesterday, Mike Heinz invited me to work with a group of New Jersey leaders to explore those frames together. Here's the slide deck, in case it's useful for science leaders to explore frames with educators: https://lnkd.in/d4f7bmZk

Valley City State University has been named a 2024-2025 STEM School of Excellence in recognition of a wide range of STEM-related initiatives the university leads or collaborates on. The award was announced by the International Technology and Engineering Educators Association (ITEEA) STEM Center for Teaching and Learning, which annually recognizes schools for their commitment to providing a robust integrative STEM education experience. ➡️ Read more at https://lnkd.in/gwJaV5FU

 A new six-year, $3 million grant-funded project at Montana State University will support dozens of science, technology, engineering and math teachers in rural and underserved areas of Montana as they work toward graduate degrees in science education or deepen their expertise as teachers. The project ultimately aims to strengthen STEM education for students in rural areas of the state. The grant comes from the National Science Foundation’s Robert Noyce Teacher Scholarship Program, which works to support STEM teachers. The project – known as Rural and American Indian School Educators as Science, Technology, Engineering, and Mathematics Leaders, or RAISE STEM Leaders – will develop a group of 26 experienced and exemplary STEM teachers, known as Master Teacher Fellows, from seven high-need school districts in rural and American Indian communities across Montana, including Browning, Colstrip, Cut Bank, Hardin, Polson, Pryor, Ronan, St. Labre and Superior. To read more about this incredible grant and its effects on the state of Montana, visit: https://lnkd.in/gJY9dWxN

Attention: everyone involved in science, technology, engineering, and mathematics (STEM) education. This historic report provides purposes and framings to: (1) guide “what” we can do to make STEM education more equitable (2) leverage STEM to cultivate just, sustainable, and thriving communities (3) explore “how” to achieve these purposes. I can’t wait to dig in! Let me know if you’re interested in discussing anything from the report. The report is free at