Regional STEM Education Center: Teaching the Teacher

Planning is underway for the second annual STEM Teacher Academy to be held during summer 2016 at Bloomsburg University. The academy’s first session gave regional PreK-12 teachers new skills for their classrooms, with a focus on developing strategies to infuse Inquire-Based Teaching (IBT) into their science, technology, engineering and mathematics (STEM) curriculum. Sixteen teachers from 11 regional school districts participated in this intensive training, which was a collaborative effort between Dr. Todd Hoover, associate professor for Teaching and Learning and course instructor, and Dr. Kimberly Bolig, director of the Regional STEM Education Center, as the enrollment, logistics and facility coordinator.

The teachers spent the first week of the academy at the Da Vinci Science Center in Allentown, recognized as one of America’s best programs for educators. Its professional programs are Act 48-approved by the Pennsylvania Department of Education.

Dr. David Smith, senior director of science and strategic initiatives for the Da Vinci Science Center and recipient of the National Science Teachers Association’s Distinguished Informal Science Educator in 2014, and Ms. Karen Knecht, director of education and exhibits at the Da Vinci Science Center since 2010, comprised the center’s professional development team. Participants in the STEM Teacher Academy were trained using IBT curriculum developed by San Francisco’s Exploratorium Teacher Institute. They interacted with exhibits, engaged in hands-on classroom activities, and shared teaching strategies. Dr. Hoover oversaw the week of training and coordinated information with the rest of the course.

Dr. Hoover continued to instruct participants in IBT methodology through the creation of lesson plans and curriculum during the second week of the academy, held on BU’s campus. In addition, the participants received a full day of training on The Power of Micromessages, provided by National Alliance for Partnerships in Equity (NAPE). Micromessages are defined as conscious and unconscious words and actions, such as facial expressions, gestures or tone of voice that, over time, can affect students’ self-concept or self-efficacy and influence career choice. NAPE developed a research-based professional development program for educators that employs micromessages to improve classroom pedagogy and increase the enrollment, retention, performance, and completion of underrepresented students in nontraditional careers. This inclusive professional development solution is designed to help educators address specific school needs related to equitable learning environments, student academic success and readiness to pursue high-wage, high-skill, and high-demand careers.

In evaluations conducted at the end of the STEM Teacher Academy, participants expressed appreciation for the academy’s organization, content level, and professional development opportunity. One participant stated it was “definitely one of the best professional development experiences I’ve had.” Additional evaluation was provided through student reflection papers. Students were graded on their ability to incorporate IBT into their curriculum through their final project and received three college credits from BU upon successful completion of the academy.

Bloomsburg University and the Regional STEM Education Center received a grant from the Central Pennsylvania Workforce Development Corporation to partially cover the cost for the Teacher STEM Academy.

 — Kimberly Bolig, Director, Regional STEM Education Center 

and Todd Hoover, Associate Professor, Teaching and Learning

Culturally Responsive Teaching

Research suggests that when teachers have the benefit of multicultural education preparation, they are less likely to embrace cultural deficit views. Moreover, teachers who have learned culturally responsive pedagogy are more confident and believe they are affective in their instruction of diverse children. Unfortunately, most teacher candidates lack the knowledge, skills, dispositions and experiences needed to teach ethnically and linguistically diverse students.

What is Culturally Responsive Teaching (CRT)?

• CRT is respecting the cultures and experiences of various groups and using these as resources for teaching and learning. It appreciates the existing strengths and accomplishments of all students and develops them further in instruction. Examples are race/ethnicity, gender, socio-economic status, religion, sexuality, age and weight. 
• CRT acknowledges the legitimacy of the cultural heritage of different groups, both as legacies that affect students’ attitudes and approaches to learning, and as content worthy to be taught in the formal, mandated curriculum.  
• CRT builds bridges of relevance between home, community and school experiences, so the learning experiences become seamless. 
• CRT uses a range of instructional strategies that are connected to different learning styles, preferences and needs. 
• CRT teaches students to know, respect and appreciate their own cultural heritage and the heritage of others; cultural pride is nurtured. 
• CRT incorporates multicultural information, materials and resources in all school subjects and activities. 

Teacher education programs in the United States can prepare highly effective teachers who are able to work with all students if CRT is part of the curriculum. This means updated courses and training for faculty, who are key to CRT’s success.

As the minority population in the United States continues to grow and refugees arrive from many countries, integrating CRT into the curriculum will greatly benefit new teachers and all of their future students.

The term all children did not always mean that all children were included, nor that teachers had high expectations for every student in their classrooms. In today’s educational settings, we still hear that it is about “all children” but, in reality, most teachers are not prepared to teach all children.

CRT can be a resource to truly help future teachers face their prejudices and fears in order to successfully teach students of all cultural backgrounds. CRT goes beyond having a multicultural curriculum in schools; it acknowledges the cultural heritage each individual represents in the classroom. CRT teachers create lesson plans that take into consideration every child’s background and learning style. These teachers can inspire all students to take ownership of their education. 

Teachers who use CRT effectively can promote high academic achievement and help all students develop critical thinking skills and become life-long learners. Most important, CRT can promote social justice and have a major impact on closing the achievement gap that exists in the United States among majority and minority students. Teacher education programs need to prepare future teachers who can embrace diversity and promote high academic achievement for all children. Teacher preparation programs in the U.S. should integrate CRT into the curriculum. 

— By David Vázquez-González, assistant to the dean