UNC Frank Porter Graham Child Development Institute’s Post

This is not just about STEM learning. We need to focus on the intersecting identities as we design and develop the interventions.

In this article from VP of Global Educational Strategy Jason McKenna, he advocates for an early start to STEM education. 🧠 He explains that by the age of 6, many children already perceive computer science, engineering, and physics as male domains and emphasizes that "early exposure to STEM is essential to combat these stereotypes and foster an inclusive, equitable future in STEM fields." This article also offers action items for district leaders in order to achieve early STEM education within schools. 🗞️ Read the full article here: https://buff.ly/42qGSC8

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

For decades, US funding has been directed towards enhancing science, technology, engineering, and mathematics (STEM) education, resulting in the creation of diverse educational advancements to bolster teaching and learning in these fields. Despite these initiatives, they frequently struggle to achieve their full potential due to various obstacles hindering their scalability and long-term viability. This report delves into the influences at local, regional, and national tiers that affect the broad adoption of STEM education innovations in Pre-K–12 settings, offering suggestions for expanding successful initiatives, practices, models, and technologies. Learn more: https://ow.ly/BUMB50Ubb83

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

Let’s stop romanticizing STEM as “the” solution to our world’s problems. To “save the world,” we need transdisciplinary perspectives in STEM. Tesha Sengupta-Irving and Thomas Philip share how transdisciplinary teaching helps students see past local and global problems as having technical solutions to instead see where STEM intersects with questions of human dignity, rights, and futures. What steps could you take to move toward more transdisciplinary STEM teaching in your school or district?

Join us May 22, 11 a.m., for “Role of Technology in STEM / Future Trends in STEM Education” with Neferteri Strickland, founder of TEACHERS &. https://hubs.ly/Q02xNCq20 The role of technology in STEM education is evolving faster than instructional material. Explore future trends in STEM education to identify ways your learning community can plan to stay ahead of the technology adoption curve.

Inequities in STEM learning hinder American progress. To tackle this, the National Academies' Board on Science Education formed a 16-member expert committee. They reviewed equity issues in STEM education and provided steps for improvement in the report Equity in K-12 STEM Education: Framing Decisions for the Future. In this webinar, Committee members will overview the study's key conclusions and recommendations, and discuss future research opportunities. Register here: https://myumi.ch/5y5PD

Our work with encouraging and inspiring STEM education with local students in the national spotlight. Enjoyed highlighting all our great work in this recent article #STEMEducation #EmpoweringAppalachia #AppalachiaOpportunity

What a year it’s been for Young Scientist Academy! 380 students taught weekly — That’s 380 young minds exploring the exciting world of science every single week! 15 schools served — From bustling classrooms in New Hanover County, NC, and Dublin County, NC, to international lessons in Moldova. Science truly knows no borders! 13 teachers mentored — Equipping educators with the tools to inspire curiosity and innovation in the classroom. 116% increase in EOG scores for students in our programs — Proof that hands-on lessons has a huge impact on student learning! 85% of our students wouldn’t otherwise have access to high-level STEM education — Together, we’re opening doors to opportunity and leveling the playing field. But this isn’t just about numbers. It’s about the stories of students who built confidence, teachers who found fresh ways to spark curiosity, and communities connected through science. All of this is thanks to YOU — our supporters, partners, and educators. Together, we’re building a brighter future, one experiment at a time. YOU can help make 2025 even more impactful by giving through this link: https://lnkd.in/ebdZVDRm