ASEE Diversity > DEIcommittee > Resources > Recorded Virtual Workshops > STEM equity and decolonization: How do I even do that?

STEM equity and decolonization: How do I even do that?

Title: STEM equity and decolonization: How do I even do that?

When: February 2, 2024 2:00 – 3:30 PM (Eastern Time)

After registering, you will receive a confirmation email containing information about joining the meeting.

Facilitators: Drs. Christina Smith and Stacey Lawrence

Abstract

What is equity and how do we put it into action? What types of knowledge(s) do we value in engineering and how does colonization impact our values? What other ways of knowing can we incorporate into our classrooms? In this session we explore these questions using an equity in action framework and reflect on how we can broaden ways of knowing in our classrooms. At the end of the session participants will create a plan for implementing aspects of body and spirit into a course artifact or module.

Learning Objectives

At  the conclusion of this workshop, participants will be able to:

  1. Define equity-based policies and actions in your classroom.
  2. Begin to identify and define the effects of colonization in STEM/your classroom.
  3. Describe what knowledge is to you and your discipline.
  4. Discuss how to integrate body, spirit, and mind into teaching and problem-solving.

Learning Outcomes:

  1. Begin to develop a theoretical foundation on how to decolonize STEM learning spaces.
  2. Reflect on current teaching practices and epistemological perspectives that exclude Indigenous ways of knowing.
  3. Integrate new decolonization concepts into current programming.

Facilitators

 

Dr. Christina Smith (Diné) is the Associate Director for Undergraduate STEM Development at the Sheridan Center for Teaching and Learning. She teaches the course “The Theory and Teaching of Problem Solving” as part of the Problem Solving Fellows Program for the Brown Learning Collaborative. She also works with departments on undergraduate TA training and ongoing pedagogical development. Christina provides leadership for the Brown Catalyst and New Scientist Collective programs, both of which focus on supporting STEM students from purposefully excluded communities. She is interested in how identity, culture, and epistemology within STEM contexts impact student learning and teaching.
 

Dr. Stacey Lawrence works at the nexus of science, education, and identity. For over five years, Stacey has collaborated with STEM instructors to incorporate reflective, data-driven practices into their teaching in order to increase equity and inclusion in STEM teaching and learning experiences. She is currently the Senior Associate Director for STEM Initiatives at The Harriet W. Sheridan Center for Teaching and Learning (Brown University).
 

 
 

 
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