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:
- 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"