Three professors share ideas, based on their research, about how educators can help underrepresented students gain more access to and engagement with science, technology, engineering and math.
This talk examines the nature of racial inequality in schooling, and through drawing on findings from multiple empirical studies, argues that we can and must find ways to provide equitable access to high-quality instruction, using STEM as an example, both within and across schools and districts.
Deputy Director of the Center for STEM Education Carol Fletcher joins Talking Eds to talk about how they got WeTeach_CS off the ground by applying their methods of training math and science teachers to computer science.
In this Discovery Minute, Director of the STEM Center and Associate Professor in Curriculum and Instruction Victor Sampson discusses how Argument Driven Engineering can introduce more students to engineering through the math courses they already take. Integrating engineering in the curriculum in this way, Sampson says, can help increase the exposure
Because of the foundational importance of literacy to education, teachers are increasingly expected to integrate reading across various subjects, including science. But choosing appropriate texts can be a challenge for teachers, who may not be well-versed in how to critically evaluate them.
Carol Fletcher leads WeTeach_CS, a program that has prepared nearly 400 educators across Texas to become certified to teach computer science in K-12 classrooms.
The 300th certification belongs to Sandra Sexton, a teacher at Utopia ISD who teaches algebra, calculus, graphic design, computer science, and web design. Since Sexton teaches in a small rural district with only a few hundred students
Kids are innately and passionately curious. How can teachers of STEM—science, technology, engineering, and math—reframe their classrooms to fuel that passion?
Two UT College of Education professors offer research-based tips.
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