Embedded Files
Curriculum Architecture
Curriculum Architecture
Each tier in CREATE has four modules. Each module is focused on a particular topic based on needs, findings, and practices identified in the literature, Kickstarter (Pickering et al., 2020), STEM-ESS, Mentor-Connect, the HSI ATE Hub, and other ATE and HSI projects sponsored by NSF. Webinars for each module include the culturally responsive research underpinning the module topic and show how the research may be adapted into practice for technician education with real, in-classroom and virtual examples (theory into practice). Participants will obtain a successful-practice exercise in each webinar to implement with their students. Part of the exercise will be to monitor, document, and report student impact from their work. They will also learn how to use their findings to develop more competitive ATE grants and engage industry partners in culturally responsive activities with students.
Pickering, C. K., & VanIngen-Dunn, C., & Grierson, A., & Gallegos, A. T. (2020, June), Achieving Broader Impacts in STEM at 2-year Hispanic Serving Institutions. https://peer.asee.org/34087.
Theory behind CREATE
Theory behind CREATE
Aronson, B., & Laughter, J. (2016). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
Benjamin, R. (2016). Catching Our Breath: Critical Race STS and the Carceral Imagination. Engaging Science, Technology, and Society, 2, 145. https://doi.org/10.17351/ests2016.70
Foucault, M. (1979). Chapter 2: Panopticism. In Discipline & Punish The Birth of the Prison.
Guston, D. H. (2014). Understanding ‘anticipatory governance.’ Social Studies of Science, 44(2), 218–242. https://doi.org/10.1177/0306312713508669
Hamraie, A., & Fritsch, K. (2019). Crip Technoscience Manifesto. Catalyst: Feminism, Theory, Technoscience, 5(1), 1–33. https://doi.org/10.28968/cftt.v5i1.29607
Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575–599.
Harding, S. G. (2008). Sciences from below: Feminisms, postcolonialities, and modernities. Duke University Press.
Jefferson, B. J. (2017). Digitize and punish: Computerized crime mapping and racialized carceral power in Chicago. Environment and Planning D: Society and Space, 35(5), 775–796. https://doi.org/10.1177/0263775817697703
Nakamura, L. (2014). Indigenous Circuits: Navajo Women and the Racialization of Early Electronic Manufacture. American Quarterly, 66(4), 919–941.
Noble, K. S. (2018). Chapter 1: A Society Searching. In Algorithms of Oppression: How search engines reinforce racism. New York University Press.
Petryna, A. (2002). Life Exposed. Princeton University Press.
Pulido, L. (2016). Flint, Environmental Racism, and Racial Capitalism. Capitalism Nature Socialism, 27(3), 1–16.
Selin, C. (2008). The Sociology of the Future: Tracing Stories of Technology and Time: The Sociology of the Future. Sociology Compass, 2(6), 1878–1895. https://doi.org/10.1111/j.1751-9020.2008.00147.x
US Dept of Education Institute of Education Sciences. (2019, June). Culturally Responsive Pedagogy Fact Sheet. https://ies.ed.gov/ncee/edlabs/regions/midatlantic/app/pdf/RELMA_Culturally_responsive_pedagogy_fact_sheet.pdf
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
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