The Importance of Cultural Awareness in Early College STEM Programs

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Moderator: Thomas Kling, Bridgewater University

A Sample of Joyful and Engaging Teaching Practices Shared by Faculty Taking Part in a Culturally Inclusive Teaching Project

Bernadette Sibuma, Massachusetts Bay Community College

Meredith Watts, Massachusetts Bay Community College

Raul Madeira, Westwood High School

This presentation will provide a sample of the joyful and engaging teaching practices shared by STEM faculty participants in a federally-funded STEM faculty development project. The project aims to foster better inclusion of minoritized students pursuing STEM degrees by focusing on developing faculty understanding and use of culturally responsive teaching techniques. In Summer 2022, the first of three cohorts of STEM community college faculty and regional high school teachers in Massachusetts took part in the institute. Then, in Fall 2022, the faculty participants implemented their revised course materials or inclusive practices in their classrooms and attended mentoring meetings to further their development.

Making the Jump: Early College Student to STEM Major

Russell B. Olwell, Merrimack College

Quetzaly Paz-Mondesi, Merrimack College (student)

Camila Hernandez, Merrimack College (student)

Nayeli Villa, Merrimack College (student)

Early College programs have been a major intervention over the past 6 years in Massachusetts, and many programs have a STEM pathway or component. In addition, the state has incentivized early college programs to work with high schools with a high proportion of low-income and minoritized students, and continue to hold programs to account for diversity goals each year. Since early college students earn college at both the college and high school levels, this programming should produce a pipeline of talented STEM students who are able to graduate from high school with up to 30 credits, and may be able to graduate from college in 3 years.

Now that the first generation STEM early college graduates is headed across the commencement stage, it is time to take stock of how gaining early credit in STEM areas can help or fail to help students become STEM majors as undergraduates and move on to STEM careers or graduate study. This session will feature research and data on early college in Massachusetts, along with the voices of several undergraduates who have made the jump from early college STEM student to STEM major.