Develop a Culturally Competent STEAM Curriculum
The studies are clear. A culturally competent curriculum engages students and enhances their success. It reflects a variety of student experiences and cultures during instruction in science, technology, engineering, arts, and math.
At Project Scientist’s Teaching Institute, we partner with educators to help you create a culturally competent STEAM curriculum for your classroom, school, or program. The process is exciting and creative. Participants in our Teaching Institute discover how to define, implement, and integrate gender and racially equitable STEAM teaching strategies. These strategies can improve student outcomes and boost educator confidence.
University experts on culturally responsive math instruction from Lesley University and experts on racial equity from the WE ARE group lead hands-on workshops to engage and inspire educators to make an impact. Our Teaching Institute is supported by Hamline University. Teachers receive university credit or a stipend for workshop attendance.
SPPS and MPS K-3 Teachers who want to attend in-person; K-3 Teachers anywhere in the US who want to attend virtually.
Applicants may receive a University Credit from Hamline
Virtual introduction and syllabus overview was recorded via Zoom on 1/21/23; 12p – 1p CST; applicants will have access to the recording
The purpose of this series of engagements is to provide racial and gender equity training, using an anti-racism framework, and professional development for Project Scientists teachers.
By the end of our engagement participants will:
We look forward to seeing you there!
During the Teaching Institute, you will:
Teachers who successfully complete 10 one-hour courses from our online resource library, or attend all 3 of our workshops, will receive a Project Scientist Teaching Institute Certificate. They may also receive 24 CEUs or 1 College Semester Credit.
Graduates will know how to create a sense of belonging in STEAM and equity for all students, whether in the classroom or in out-of-school programs.
Graduates will have new tools to increase student interest and confidence in STEAM, along with career awareness, exposure, and opportunities. Average class grade should increase by 5%.
Our goals also include a 30% increase in instructor confidence and a 30% increase in teacher- reported student confidence in STEAM subjects. Teachers will also be able to measure an increase in students’ sense of belonging in STEAM subjects through pre- and post- ratings.
Graduates will have the opportunity to apply for jobs in Project Scientist programs.
Herro, D., Quigley, C., & Cian, H. (2018). The challenges of STEAM instruction: Lessons from
the field. Action in Teacher Education, 41(2), 172–190. https://doi.org/10.1080/01626620.2018.1551159
English, L. D. (2017). Advancing elementary and middle school STEM education. International
Journal of Science and Mathematics Education, 15(S1), 5–24. https://doi.org/10.1007/s10763-017-9802-x
Hammond, Z. L. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (1st ed.) [E-book]. Corwin.
Join a community of teachers desiring to increase equity in education.
Project Scientist Teaching Institute is supported by