Dr. D,

Your story is amazing! I wanted to become a scientist/teacher because I didn't see anyone like me teaching at my high school until my junior year.  I had amazing teachers but could not identify with them on many levels.  Now, that we are becoming more "diverse" its time to make sure all of these teachers have equitable opportunities for resources and professional development. Continue to be great and champion for teachers and learners! 

Check out my STEMTLnet video, https://stemtlnet.org/video-showcase/huffman-high-school-empowering-stem-educational-leaders.html on how we are creating opportunities for equity and leadership in STEM educators.

Thanks for your video. I’d like to know about your relationship building routines and types of programs students were able to access.

Thank you.

Thank you for sharing this moving testimonial to your mentor. Your love for science and your respect for your students is certainly necessary for their success, as you have indicated.  I think that "confidence" is a big part of the DEI mantra - confidence that our students can succeed.

Hi Dr. D.,

This is fabulous! I wish more STEM-ed folks truly understood that the practice of *doing* STEM is the practice of taking intellectual risks, and that relationships and co-creation of inclusive, welcoming classroom and school culture is what actually allows ALL the rigor of a science-practices-focused instructional model.

Like Wanda, I'm curious about the routines you've used to build relationships in STEM settings to support equity, diversity, inclusion and belonging (including the confidence @Arthur describes in his response)! Personally, I've found that shifting my grading policies to a culture of revision and resubmission has done wonders for helping students see our work as a place for rich feedback (for all parties!) and trying again. I'd love to know some of your toolkit!

Thanks so much,

:) Kirstin

I totally agreed that having a good rapport with students is important to make the connection to their learning.  Students need to know that we care. I enjoyed your video!

Thank you,

Diana

Thank you for sharing your story and the link to the Association for Multicultural Science Education organization!

Liza

Becoming a More Equitable Math Educator | STEM Teacher Leadership Network (stemtlnet.org)

Dear Dr. D,

Thank you for sharing your story! Similar to how you became interested in science teaching with a teacher who looked like you and held you to high learning expectations, I became interested in teaching because of a teacher who looked like me.

Your video reminds me of a question (that I'm semi-paraphrasing) - Do you say "I teach students science." or "I teach science to students."? Your video truly highlights your relationships with students and the importance of these relationships. So, I would say that you clearly teach students science. :)

Keep up the great work!

Dr. D,

Thank you for your inspiring video!  Building relationships is the key, creating safe spaces for students to grow and not fear failing is essential.  This is so important especially in under represented groups how do not see themselves becoming scientists and engineering.  As educators we have to be a mirror so that they can see themselves in these careers and guide them forward.

Phenomenon are questions students ask.  There are important questions that all must solve.  But the way that each individual solves the problem may be unique.

Making those connections with our students will ensure we educators allow students to solve the same problem in their unique way based on the situations and resources available.  

Fabulous words, Dr. D!  INQUIRY- yes!  Taking risks, and this is more difficult for the older students.  They need to feel safe in a culture where many are so afraid to get it"wrong."  Ideas are never wrong, and sharing ideas is why collaboration is essential for progress to occur.  You are making excellent progress!  Thank you for all that you are doing!

Hello! I'm curious to know if you have any specific frameworks for measuring how well teachers incorporate DEI into their teaching, as well as how well students feel that DEI is incorporated. I'm currently working on the DEIB in STEM Education initiative for PhET Interactive Simulations (https://phet.colorado.edu/en/deib-in-stem-ed), and finding quantitative tools to measure change is hard!

You are SO RIGHT-- it's about relationships and classroom culture. You are so fortunate to have had a role model like that in high school.  While I did have that in Junior High, I did not in high school.  

Yes, we as educators have that level of accountability in our classroom to not only know content but to create conditions to help our students, all of our students, thrive.  Thank you for your video!