SEEDS Yielding Fruit
Below are examples of a few of the many examples of transformative pedagogy, projects, and initiatives our members are facilitating with schools and communities for the purpose of advancing equity and diversity in science education. You can see other examples in our photos collection as well as in our newsletter pages.
Mars Rover Scenario
Click here to explore this Mars Rover lesson through video with Dr. Alberto J. Rodriguez
Exploring citizen science in place based urban education
- Alexa Schindel of the University at Buffalo works with non-profits to offer children opportunities to improve their community through science. “Waterkeeper is a local nonprofit that protects and restores the waterways and ecosystem of Western New York,” says Schindel. “Their youth programming accomplishes this through community-focused science learning and advocacy in partnership with Buffalo Public Schools high school teachers. By engaging local students in science that is important to the community, youth can develop powerful views of themselves as science learners and advocates for the environment. This project is a win-win for our community, particularly given the pressing issues of climate change and sustainability. Our hope is that students will embrace the relationship between environmental science and the local community to make a positive impact on our environment.”
Visit this link to see more.
Giving Undergraduates Opportunities to Study Discourse, Gender, and Social Justice
- Maria Wallace of Millsaps College offers students opportunities for research as they explore education in social contexts. See some of their exemplary work and the creative ways to enrich the experience of undergraduates in a pipeline for STEM education.
Visit this link to see:
- Deconstructing a Discourse: Navigating and Negotiating ‘Equity in STEM Education’ within Pre-Service Elementary Teacher Education
- STEM and Social Deviance: An Analysis of Race and Gender Relationships in the Undergraduate Science Classroom
- “You were fearless!” Thinking with/through horseshoe crabs toward intersectional justice
Students learning about social determinants of health
- Digital image processing is a state-of- the art technology that research scientists use. Our lesson was created in response to a vision that a Buffalo Public School Teacher had after participating in a summer program at Roswell Park Cancer Institute of Buffalo. From his experiences at Roswell Park, he gained valuable insight into what actually goes on when determining whether or not a patient has cancer. What was remarkable to him was that a patient could undergo a procedure involving a biopsy of the tissue in question, the sample then swiftly taken to the cytopathology department where the doctors looks for cancerous cells using digital image processing, and the patient gets the much needed diagnosis, all within an hour's time. This innovative technology that scientists use has and can come to the classroom where it potentially can transform teaching and learning. Steve, the Buffalo Public School Teacher, wanted so much to bring his experiences to his students but needed help. With the help of students from the University at Buffalo including Ekue, a PhD pharmacology student who has experience with digital image processing, his vision became a reality.
Click here to explore this lesson with Steve and Randy.
Research Paper Exploring "Good Teaching”
- Maria Wallance and Kathryn Strom explored how notions of good teaching had its own agency that shapes particular types of teacher-subjects and teaching practices. They offer a more complex engagement with prevailing assumptions actively shaping the nature of teacher education and induction, exploring questions like, "How do kinds of teachers get produced?"
Learn about this study and more at the following links:
AERA Program Link
Research Paper Exploring University and Community Partnerships
- Illana Livstrom and her co-authors, Amy Smith, Mary Rogers, and Karl Hackansan conducted a qualitative case case study which examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strategies grounded in theory on decolonizing practices. Identified decolonizing practices included implementing a program of worth to the community and youth; building from community-led agendas; and prioritizing community healing and transformation over academic research agendas. Identified colonizing practices included inequitable power hierarchies in the leadership team and in garden groups, deficit-oriented talk about minoritized youth, and the devalorization of youth voice. Implications from this work call for researchers to do their own research about the white supremacist roots embedded in their practices, and to embrace decolonizing and humanizing practices to guide their work.
Learn about this study and more at the following link:
Or read the full paper in PDF here.
AERA Symposium entitled "STEM Policy in the Trump Era: Spectacle and Beyond"
Visit this link to see more information from the larger panel entitled "STEM: Power, Spectacle, and Resistance"
National Academies of Science Address
See also the published brief from the National Academy of Sciences #53 published with Dr. Deb Morrison http://stemteachingtools.org/brief/53
Research Illuminating More Expansive Engagements with ‘Equity in STEM’ for PSTs, teacher educators, and K-12 students
- Kasi Matthews and Maria Wallace draw on feminist post-structuralism and feminist new materialism theories to re/examine the ways in which a discourse can and might materialize. Their questions:
- What constitutes equity in STEM Education?
- How might educators foster equity within an agential discourse?
Secondary Science Teaching with English Language & Literacy Acquisition
SSTELLA provides a framework that includes 9 instructional practices and set of tools upon which (1) university teacher educators and mentor teachers can draw to support novice teachers in developing responsive teaching practices; and (2) novice teachers can draw to help support EL student engagement in the disciplinary practices of science.
Read about the commissioned paper from the Committee on Supporting English Learners in STEM Subjects. National Academy of Sciences, Engineering, and Medicine. Washington, DC: National Academies Press at this link.
Read more about SSTELLA and the research team at Visit this link to read more about the SSTELLA Team of researchers (Sara Tolbert, Trish Stoddart, Jorge L. Solís, Edward G. Lyon, George C. Bunch, Doris Brigitte Ash, Corey Knox, and Ivan Salinas)
Speed Limit Study
- This exhibit describes a school and university collaboration teaching the science topics of force and motion with explicit connections to the lives, experiences, and concerns of children. In order to engage children in local community planning, development, and safety issues like speeding commuters, children began to use science to study questions like "How fast do cars actually travel in front of our school?" This was a question that provided an authentic context for problem solving while allowing children the opportunity to directly influence and change their community. Throughout the week children explored motion, speed, school and societal rules, and responsibility, in relation to the problem of cars speeding by during school hours as harried commuters raced through the community to make their work deadlines.
Visitors to this exhibit can expect to observe:
- various pedagogical strategies for teaching difficult concepts like speed and deceleration,
- strategies for helping students interpret graphs,
- strategies for applying real world data to abstract concepts, and
- ways to connect and engage children in larger social issues as they act as a change agent in their own communities.
Click here to view this lesson with Dr. Randy Yerrick.
Engaging in Research Practices as Critical Scholars/Activists: A Metalogue
- (1) Positionality: What are our own social , political, and gendered / classed / racialized roles as we conduct research within economically oppressed communities?;
- (2) Public: What are our responsibilities to the communities in which we work and to the broader public?; and
- (3) Rigor: How do we (re)define rigor as a measure of transformative impact with the communities with whom we research?
Click here for access to this chapter and more from Alexa Schindel, Sara Tolbert, and Alberto Rodriguez on Academia.edu.
Schindel, A., Tolbert, S., & Rodriguez, A. J. (2019). Engaging in Research Practices as Critical Scholars/Activists: A Metalogue. In Critical Voices in Science Education Research (pp. 189 - 199). Switzerland: Springer, Cham.
Conference on African American Health Disparities
- Conference Title: "Igniting Hope"
Buffalo is among the poorest and most diverse cities in the US with 31% living in poverty and 50% underrepresented minority, leading to challenges in healthcare and health disparities. The life expectancy of African Americans in is 12 years shorter in Buffalo compared to that of White citizens of Buffalo and the risk of chronic illness is more than 70% above that of Whites. Members of SEEDS, local pastors, health providers, medical researchers, and vested partners from across Western New York held an inaugural conference to discuss and address health inequities and the social determinants of health.
Click here for access to the conference materials.
who we are
SEEDS Stands for Science Educators for Equity, Diversity, and Social justice.
Email questions about SEEDS to: firstname.lastname@example.org
what we do
SEEDS is an organization dedicated to social justice within/through science and science education.