#ECC17 Conference Schedule


nettrice_profile_picThe Second Annual Educators of Color Conference
We BEEN Here: Educators of Color Changing the World of STEAM
Saturday, June 17, 2017
Cambridge Rindge and Latin School
Cambridge, MA

Conference Schedule

9:15-9:45 Registration and Breakfast, Media Cafeteria, Cambridge Rindge and Latin School, Sponsored by Shady Hill School
9:50-10:00 Welcome
10:00-11:30 Keynote, Dr. Nettrice Gaskins, Cambridge Public Library Lecture Hall

Vernacular Science & Technology: Its Role in Education

11:30-12:45 Workshops, Cambridge Rindge and Latin School
12:45-1:45 Luncheon, Media Cafeteria, CRLS
2:00-3:00 Panel: Reflections on the Dilemmas, Challenges and Rewards of being a Professional of Color in STEAM,

Dr. Theresa Perry, Moderator

Panelists:

Dr. Michelle Goe, Quantitative Trader, Quantopian

Michael Martin, Software Engineer, Cayan LLC

Dr. Adrian Mims, National Director & Founder, The Calculus Project

Loren Murphy, Embedded Analytics Technical Specialist, IBM Analytics Organization

Dr. Fay Shaw, Postdoctoral Research Associate, Center for Engineering Education and Outreach, Tufts University

Adia Wallace, Program Assistant, National Programs at MIT Office of Engineering Outreach Programs

3:00 Closing Remarks

Image credit for Dr. Nettrice Gaskins source 

#ECC17 Workshops Announced

Hello everyone: We are pleased to announce the workshops for this year’s Educators of Color Conference on June 17, 2017 at Cambridge Rindge and Latin School. There are still a few spots remaining for registration by clicking here

  1. The Calculus Project:  Re-envisioning the Brilliance of Students of Color in Mathematics, Dr. Adrian Mims, National Calculus Project Director

According to a recent study published in Research in Higher Education, majoring in STEM is the most profitable course of study for minority students, whether or not they pursue a STEM field professionally. However, many schools effectively block minority access to courses that prepare students to succeed in STEM majors. Pernicious policies and practices such as inconsistent course recommendations by teachers, rigid master schedules, lack of parent outreach, and failure to adequately engage and track students create barriers that filter the STEM pipeline. In this session, participants will draft a plan of action to eliminate these barriers, engage students and parents, and sustain a culture of high academic achievement so that all students have an equal opportunity to learn. Participants will develop replicable strategies for increasing the number of minority students who are prepared to pursue postsecondary careers in STEM.

2. Moving From Consumers to Creators with Gique’s Research-Based STEAM Programs Danielle Olson (MIT B.S. Computer Science & Engineering 2014, Current MIT Ph.D. Student in Electrical Engineering & Computer Science), Ashli Polanco (MIT B.S. Chemistry 2012, Current UMass Lowell Ph.D. Student in Chemical Engineering)

Are the needs of our talented young people being met in order to ensure a future of innovation? Although our students are taught school subjects in silos, we live in an interdisciplinary world and need our educational system to reflect that. We also need to tap into the potential of diverse communities to ensure the demands of our future innovation economy. Come learn about Gique’s research-backed educational programs in science, technology, engineering, art + design, and math (STEAM), aimed at tackling these issues. Gique is an MIT-based, non-profit 501(c)3 dedicated to creating a world that champions both the arts and sciences as creative outlets for developing well-rounded, passionate problem-solvers. Their organization designs creative, hands-on curricula, experiments, and activities to empower Greater Boston-area students from diverse circumstances with the passion and potential to succeed in STEAM.

3. Using Internships and Project (Problem) Based Learning to Improve Engagement and Enrichment in STEAM Education, Alin Bennett, Principal, The Met School (Possibly) 1-3 students in STEM centered internship sites

Experiential learning opportunities can serve as interventions for students of all levels and abilities. For those who have struggled in a traditional school setting, real-world learning experiences can help re-engage students by allowing them to see how content is relevant to the outside world. Those students who have excelled in school benefit from this practice because it allows for higher level thinking and application of content materials. When combined with Project/Problem Based Learning, these two practices can significantly impact student outcomes. In this workshop, participants will explore how students at the Metropolitan Regional Career and Technical Center in Providence, RI are using these two strategies to help engage students and enrich learning in STEM for students in need. First, we will briefly explore the philosophical and pedagogical aspects of the Met School and Big Picture Learning. Next, participants will participant in an “from interest to project product activity” which will take them through the internship and project brainstorming process. Finally, participants will conduct resource mining of the Met School most regular used activities to see if any of the processes or materials would be beneficial to their own practice.

4. Combating Islamophobia in STEAM fields and Society: Sub/Urban Justice Teen Leaders Nada Alaeddin – Brookline High School; Iman Khan – Brookline High School; Iman Ali – Commonwealth School; Sara Arman – Tufts University

Islamophobia, like all systems of oppression, affect us negatively in our daily lives – including in STEAM programming and workplaces. Led by Muslim teens, this workshop will define Islamophobia, explore how Islamophobia plays out in and and out of school setting, breakdown important policy, and offer action steps and an opportunity for reflection. Activities are interactive and will include small group conversation, small movement activities (easily modifiable) and personal reflection.

5. Innovative Strategies Engaging Black Girls in STEM, LaShawnda Lindsay-Dennis, Ph.D., Wellesley College, Wellesley Centers for Women

Black Girls CREATE (BGC) is a culturally responsive STEM program that incorporates culturally relevant pedagogy, fashion design, and engineering.  BGC seeks to increase Black girls’ interest and exposure in STEM.  BGC encourages identity exploration through graphic design and digital fabrication. This program provides girls with opportunities to develop meaningful mentoring relationships with “guides to success” (i.e. college students from similar backgrounds and a safe space for identity exploration, social support extension, and technological capacity building. This workshop will engage participants in a discussion about how Black Girls Create, a culturally responsive maker program designed for Black girls, may affect their interest and attitudes about STEM. This workshop will identify strengths and challenges associated with developing partnerships to design and implement this type of program.

6. Circuit Stickers Workshop, Fay Shaw, Tufts Center for Engineering Education and Outreach

Circuit Stickers combine familiar craft materials with technology to make STEM projects. Limited to 20 participants. Fay will provide a brief  introduction to electronics, followed by a workshop that showcases her e-textiles work where individuals can play with a variety of soft circuit and wearable technology projects and  make their own. Fay’s kits, including a firefly, luna moth, jelly fish, and s pair of hearts, are currently available online. Each kit includes felt, thread, and stuffing as well as and LED, photoresistor, resistor and battery pack.

7. STEAM in Afterschool: How Design Thinking Helped Create a More Inclusive Afterschool Community, Maria Gionfriddo, Director of Co-Curricular Programs at Shady Hill School

As innovation replaces knowledge-based economics, we must continuously question and re-imagine how we prepare students for the future. In this workshop, we will look at how STEAM Education and Design Thinking have helped transform Shady Hill School’s Afterschool Program. By partnering with other educational institutions such as NASA, The Museum of Science, The Harvard Smithsonian Center for Astrophysics, and the New England Aquarium, we have developed engaging opportunities for students without any additional cost to Afterschool families. To end our session, we will work through the Design Thinking Process together and rapid prototype games out of lunch bags and other low cost materials. Attending this workshop will help attendees think through how to extend STEAM opportunities to a diverse range of students in afterschool time.

8. Easy Robotics and Coding with mBots, Dr. Michele Goe, Quantopian

Participants in this workshop will learn how to implement a 2-week robotics curriculum in their science, math, advisory, foreign language, or humanities class. The workshop will introduce participants to mBots, $50 robots that can be built and customized with Scratch or Audrino code. The facilitator will share her 6 years of experience in teaching code to students from K-12 with an exploratory approach. This approach focuses on developing computational thinking using small hands-on problem sets and white-boarding. This approach, particularly with the use of Scratch, does not require the teacher nor the student to have previous experience with coding. Educators in this workshop will build their own robot, decide what they would like to program, and then code the bot. This mirrors the work teachers will do with their students. Students who work with mBots practice many skills including self-reliance, creativity, critical thinking, and team work skills. Educators will walk away with ideas for 10-day curriculum to implement in their classrooms. Participants will also be provided a successful template to write a fund proposal for a classroom set of robots on donorschoose.org

There’s still time to register! Click here and join us on June 17!

#ECC17 Get to Know: Dr. Nettrice Gaskins, Conference Keynote

We are so honored that Dr. Nettrice Gaskins is keynoting the second annual Educators of Color Conference on June 17, 2017.

gaskins_n

[Note: deadline for submitting a proposal is May 22. Apply here]

Dr. Nettrice Gaskins is one of the most exciting and sought out scholar/educators/artists, professors in STEAM education today. Her model for  ‘techno-vernacular creativity’ is an area of practice that investigates the characteristics of this production and its application in STEAM (Science, Technology, Engineering, Art and Mathematics.  Nettrice has researched and created culturally situated computer design tools, and supported the use of digital technologies by students and faculty in all art/media disciplines. Her essays are in Meet Me at the Fair: A World’s Fair Reader published by ETC Press, Future Texts: Subversive Performance and Feminist Bodiespublished by Parlor Press and Afrofuturism 2.0: The Rise of Astro-Blackness. She is currently the director of theSTEAM Lab at Boston Arts Academy.

Learn more about this amazing STEAM scholar here:

We cannot wait to hear Dr. Gaskins present at the June 17 ECC: We BEEN Here! Do you want to submit a proposal? The deadline for proposals is May 22. Apply NOW!

Image credit: The Electrofunk Mixtape: Illuminus Edition

Save the Date: 2nd Annual Educators of Color Conference is June 17! Proposals due May 22#ecc17

The Second Annual Educators of Color Conference
We BEEN Here: Educators of Color Changing the World of STEAM
Saturday, June 17, 2017
Cambridge, Rindge and Latin High School
Cambridge, MA

“The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and to fight it–at no matter what risk. This is the only hope society has. This is the only way societies change.” James Baldwin, A Talk to Teachers

Call For Proposals: Deadline May 22, 2017

It is a pleasure to invite you to the second annual Educators of Color Conference. The conference is organized by a grassroots group of educators, community organizers, and professionals of color and will take place at CRLS on June 17, 2017 from 9:00-3.

The Race, Education and Democracy Network (REDSTEM) is a network of Black STEAM educators, professionals, and community organizers who are committed to supporting each other and creating opportunities for students of color, in schools and in out of school settings, to excel in STEAM disciplines. The Network was founded in the aftermath of Dr. Freeman Hrabowski’s 2013 Simmons College/Beacon Press Race Education and Democracy Lectures.

The Educators of Color Group was re-started at CRLS (after a period of dormancy) in 2014 to address issues related to the recruitment, retention and long-term flourishing of educators of color. We hope that you will consider submitting a proposal that will address issues relevant to this audience. The theme of the Educators of Color Conference is “We BEEN Here: Educators of Color Changing the World of STEAM”

This year’s conference will feature a keynote by Dr. Nettrice Gaskins, a luncheon for STEAM professionals to host students, and a closing panel of STEAM professionals sharing their experiences, challenges and successes.

Dr. Nettrice Gaskins is one of the most exciting and sought out scholar/educators/artists, professors in STEAM education today. Her model for  ‘techno-vernacular creativity’ is an area of practice that investigates the characteristics of this production and its application in STEAM (Science, Technology, Engineering, Art and Mathematics.  Nettrice has researched and created culturally situated computer design tools, and supported the use of digital technologies by students and faculty in all art/media disciplines. Her essays are in Meet Me at the Fair: A World’s Fair Reader published by ETC Press, Future Texts: Subversive Performance and Feminist Bodiespublished by Parlor Press and Afrofuturism 2.0: The Rise of Astro-Blackness. She is currently the director of theSTEAM Lab at Boston Arts Academy.

Please join us for this important event, spread the word, and bring colleagues with you. Also, please consider submitting a proposal to share your own excellent work. The deadline to submit proposals is May 22, 2017.

Topics of Interest:

  • High-leverage, exemplary classroom practices that have impacted underserved students in the areas of STEAM in K-16 settings
  • STEAM for underserved populations

Guide for Presenters:

We are seeking workshop proposals. All workshops will be 60 minutes and should address one of the topics of interest, be interactive, and relevant to the conference theme. Proposals should be 250 words. We encourage proposals from groups of presenters as well as first-time presenters. Please submit proposals via Google Forms using this link: https://goo.gl/forms/ELj2K3mefcCIbtI62

Guide for STEAM Professionals (who may or may not be presenting a workshop):

We are seeking STEAM professionals to host tables of 6-8 students during lunch. During this time, professionals will engage with young people about their education, careers, and experiences. If you are interested in participating in the luncheon, please register for the conference and indicate your willingness to host. Additionally, please indicate if you would like to participate in the closing panel of STEAM professionals of color to share their journeys in STEAM, focusing on the supports, challenges, dilemmas and successes they have faced.

Sponsorship Opportunities:

Sponsorship opportunities abound to help produce a successful event. We seek funding to support stipends for presenters, facilities fees, meals (breakfast, lunch). Sponsors may also sponsor workshops. For more information, please contact Dr. Kim Parker at kimpossible97@gmail.com.

Important Dates:

Proposals Due via email: May 22, 2017

Notification of Acceptance: May 30, 2017

Stay Up-To-Date:

Follow updates about the conference online: https://educatorsofcolorconference.wordpress.com/;
Facebook: https://www.facebook.com/events/357333551335377/

For any inquiries about proposals, please contact Dr. Kim Parker (kimpossible97@gmail.com). On behalf of the Conference Committee, we look forward to seeing you on June 17, 2017.

In solidarity,

Ms. Michelle, Li, Ms. Bernadette Manning, Dr. Kimberly N. Parker, Dr. Theresa Perry, Conference Chairs

 

 

#ECC16 Workshop Materials: Critical Theory: A Vehicle for Social Justice

Critical Theory: A Vehicle for Social Justice
Ariel Maloney, Tanya Trayer, Cambridge, Rindge and Latin School
Participants will learn how to introduce critical literary theory, specifically focusing on Gender Theory, Social Class Theory, and Critical Race Theory, as a strategy to improve student engagement and their literacy and analytical skills. Participants will receive a “crash course” in theory, as well as many materials to help scaffold students’ learning about theory in the classroom. We will apply these strategies with the group, using a combination of nonfiction, poetry, film, and the play “A Raisin in the Sun.”

Critical Theory – A Vehicle for Social Justice (handout)

Critical Theory- A Vehicle for Social Justice (slideshow)

#ECC16 Workshop Materials: The Power of Storytelling: Maximize Your Ability to Reach and Teach More

The Power of Storytelling: Maximize Your Ability to Reach and Teach More
Edward WalkerPresident, Independent Consultants in Education (I.C.E.)
Storytelling taps into our imagination, engages those around us, and inspires amazing achievement. This workshop encourages educators to utilize the power of storytelling and make a connection with their students that marries the personal, social, and professional levels – humanizing the educator-student relationship! In this workshop, the presenter will demonstrate the power of storytelling, illustrate the possibilities of connectivity, and arm audience members with helpful tidbits to take with them back into the classroom.

The Power of Storytelling

#ECC16 Workshop Materials: Embracing and Cultivating Diverse Voices in the Classroom: What Allies Can Do

Embracing and Cultivating Diverse Voices in the Classroom: What Allies Can Do
Beth Herman-Davis, Mind the Gaps, Jake Sugerman
Teachers must change their practices to meet the needs of diverse students who experience a reality that is different from that of the culture, language, and beliefs of their instructor, school, and mainstream society. Through the presentation, participants will gain valuable insight in the ways that critical pedagogy and the inclusion of student voice can guide curriculum planning.  Additionally, participants will briefly dialogue about teaching (and learning) from diverse students, engage in individual and small-group activities, which highlight critical pedagogy and culturally responsive teaching, and reaffirm the value of repositioning themselves as learners in the classroom to elevate students’ voices.

Materials: Iceberg

ZonesofComfortECC

RecommendedReadings

#ECC16 Workshop Materials:The Significance of HBCUs and their Role in Shaping Future Black Leaders

The Significance of HBCUs and their Role in Shaping Future Black Leaders
Chandra Banks, Jennifer Sloan Green, Cambridge Rindge and Latin School
HBCUs for over a decade have provided students of color a means to obtain a first rate education.  Additionally, the vast accomplishments and legacy of HBCU alumni is unmatched.  In this workshop, we will provide a brief overview of some of the most noteworthy HBCU alumni and ways HBCUs prepare future leaders. Participants will also focus on how HBCUs create culturally relevant community and family engagement practices, promote strategies of self-care and sustainability, and produce Black STEM graduates.

The Significance of HBCUs and their Role in Shaping Future Black Leaders-ECC16

#ECC 16 Materials: STEM as a Means to Engage Young Learners

STEM as a Means to Engage Young Learners
Reverend Dr. F. Lee Jones, Alex Hartley, Beverly Ann Rock RED STEM Network
Our workshop will discuss the need for schools to engage students and how STEM/STEAM is one way to achieve this engagement. We will discuss two different examples of using STEM to engage students and give participants an opportunity to brainstorm ways to use stem in their classroom or with their children. The content of this workshop is geared to educators of Early Childhood-Grade 3.

Handout

#ECC16 Workshop Materials: Defining a Personal Vision for Self-Care for Educators

Defining a Personal Vision for Self-Care for Educators
Loreto Paz Ansaldo, Boston Public Schools, Activist Calendar
Why is it essential to take care of ourselves as educators of color? What might it look like in practice? We will work together to develop personal visions of self-care and identify concrete resources for supporting our needs and sustaining success. Participants will also take away a resource packet to extend the journey for continued self-care beyond our time together.

Resources workshop adapted for journal entries and Resource Packet – Self Care Bibliography, Journal Prompts, Yoga and Medidation

 

Resource Packet – Self Care Bibliography, Journal Prompts, Yoga and Medidationworkshop adapted for journal entries