Linking Inclusive Narratives to Create STEM Synergy (LINCSS): A Framework for Culturally Responsive STEM Education and Engagement

Autor/inn/en	Chavarria, Sara P.; Knox, Corey
Titel	Linking Inclusive Narratives to Create STEM Synergy (LINCSS): A Framework for Culturally Responsive STEM Education and Engagement
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Undergraduate Students; Teaching Methods; Guidelines; Educational Change; Educational Experience; Facilitators (Individuals); College Faculty; Inclusion; Disproportionate Representation; Case Studies; Student Projects; Active Learning; High School Students; Summer Programs; Research Training; Equal Education; Learner Engagement; Culturally Relevant Education; Cues; Curriculum Design; Introductory Courses; Program Descriptions; Biology; Microbiology; Hispanic American Students; American Indian Students; Archaeology; Heritage Education; School Counselors + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Bildungsreform; Bildungserfahrung; Fakultät; Inklusion; Case study; Fallstudie; Case Study; Schulprojekt; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; Stichwort; Lehrplangestaltung; Einführungskurs; Biologie; Mikrobiologie; Hispanic; Hispanic Americans; Hispanoamerikaner; Archäologie; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	This paper introduces a novel framework aimed at supporting non-education faculty and facilitators in creating inclusive educational programs and learning opportunities that address the needs, interests, and priorities of underrepresented individuals and communities in the field of STEM. The framework centers on the fundamental concept of understanding the learner's "why" to assist faculty in developing effective teaching strategies. The article outlines how this framework can be applied in various academic settings and contexts and provides educators and program facilitators with guidance to foster meaningful student connections. Each element of the framework is discussed, accompanied by a set of reflective questions that encourage educators to rethink and redesign their educational experiences. Furthermore, the paper illustrates the practical application of the framework through three distinct case studies that include a project-based learning program for high school students, a college undergraduate STEM course, and a summer research experience for undergraduates. By employing this framework, educators and facilitators can enhance their pedagogical practices, ensuring that traditionally marginalized voices and perspectives are elevated, acknowledged, and valued within STEM education. Ultimately, this work can contribute to a more equitable and inclusive educational landscape, fostering increased engagement and success among underrepresented learners in STEM fields. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01