Blog

“…new designs for teacher professional learning cannot simply be innovative; they must be disruptive” – Ann Rosebery, Co-Director, Chèche Konnen Center, 2016 Students in underserved schools, particularly minoritized students, are often denied opportunities to participate and excel in STEM fields. Sadly, such students’ academic abilities and life experiences tend to be seen as seen as […]

It has been said that all universities “do STEM these days,” but what exactly does it take to “do STEM” well?  Questions commonly heard on a university campus include: “What is the STEM context for inquiry?”, “Should P-16 STEM be a campus priority?”, “How can we break down departmental silos for interdisciplinary workforce development?” In […]

Teacher preparation is a heavily resourced venture with investments from multiple stakeholders. Teacher candidates invest greatly of their effort and money, faculty time and expertise are allocated by teacher preparation programs, funds are provided from the institutions, contributions are made by partner P-12 schools, and we cannot forget the high stakes of effectively educating our […]

This essay was originally published in the NSF INCLUDES Open Forum and is published here with permission of the author. Reflecting On Our Roots is a series of essays outlining some of the historical context of the field of broadening participation. As the time for “back to school” comes around I remember the excitement of […]