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Caption: Fall 2024 Kean NSF Noyce CREST Scholar Cohort #1 – Jairo M. Victoriano (Mathematics Education); Deirdre Corbett and Aliyah Wilson (Mathematics Education/Teacher of Students w/Disabilities); Hailey Kassteen (Biology Education); Matthew Velasquez (Biology Education/Teacher of Students w/Disabilities) Higher education, in many academic disciplines, maintains professional silos over collaboration. Our university is likely common among others […]

STEM teacher educators are responsible for preparing prospective and in-service teachers with the knowledge and skills to optimize positive learning outcomes within their own classrooms. Thus, faculty often have to ensure the content of the professional learning activities they facilitate is timely and responsive to their community needs and is sensitive to constraints that may […]

STEM teachers, whether in rural, urban, suburban, or First Nations settings, are acutely aware of the mandate to provide equitable access for students with learning differences (e.g., learning disabilities, exceptionalities, or special education needs). Yet, data indicate that STEM teachers have not received adequate opportunities to learn how to meet the needs of students with […]

A child’s early interest in science is essential. Without a passion for science ignited before middle school, children are significantly less likely to pursue science in higher education and to enter the science and engineering workforce (Tai, 2006). Unfortunately, within elementary schools across the United States, science is not taught as frequently as other content […]

Indigenous students may find that science education can be a discouraging experience. Science content often seems disconnected from their cultural beliefs, values, and heritage. The disconnection can create a sense of alienation, making it difficult for students to relate to or engage with the traditional classroom “science-as-taught” curriculum. As Michie, Hogue, and Rioux (2018) noted, […]