STEM: Critical, Socially Just & Open Pedagogies
What is, and is not, unique about teaching in the STEM disciplines? Can teaching a STEM course be a good excuse to avoid thinking about critical pedagogy and anti-racism? How do we do ungrading in STEM courses? Can students have as much power and control in a STEM classroom as in non-STEM classes? What can a pedagogy of Open Science bring to STEM teaching? In this track we will explore these questions, the impacts of STEM instructor self-awareness, empathy, and classroom climate on students, and how transforming curricular materials and teaching practices to be anti-racist, socially just, learner-centered and open can lead to greater success for students in STEM.
This track is ideal for:
Recommended Reading
- Cynthia Bauerle, "Interrogating the center of STEM education" (Video Recording and Post-talk Q&A)
- Bryan Dewsbury and Cynthia J. Brame, "Inclusive Teaching (in CBE-Life Sciences Education"
- Miranda Dean, "What an Open Pedagogy Class Taught Me About Myself"
- Maha Bali, Catherine Cronin, Rajiv Jhangiani, "Framing Open Educational Practices from a Social Justice Perspective"
- Kelly Crowe, "Breaking down the walls of scientific secrecy"
Faculty
Karen Cangialosi
Karen Cangialosi is the program director for the Regional Leaders of Open Education Network (RLOE), and the director of Open Ed & Open Science for the Institute for Racially Just, Inclusive and Open STEM (RIOS). A biology professor and fierce student advocate, she incorporates open pedagogy int…
Karen Cangialosi