Helping all students succeed academically begins with STEM teaching strategies that meet students where they are. Integrating students’ cultural knowledge, prior experiences and frames of reference will make learning encounters more relevant and effective. With a Bachelor of Science in urban STEM education from Davenport University, you can develop deep expertise in K-12 STEM instruction while learning culturally responsive teaching strategies that empower students intellectually, socially and emotionally. ![]() Science, technology, engineering and mathematics (STEM) spark innovation - for daily to historic impacts - through research, critical thinking, collaboration, problem-solving and creativity. Transform our world by teaching the wonders of STEMīachelor of Science in urban STEM education Toggle submenu Accreditations & Approvals.Toggle submenu Housing & Residence Life.Traverse City - Northwestern Michigan College.Kalamazoo - Kalamazoo Valley Community College.The solution is to provide a sense of inclusion and comfort for them. “They experience higher levels of depression, anxiety, high blood pressure, and elevated heart rate in historically White higher education learning environments. “There are contextual similarities within the allegory of John Henry and the experiences of Black and Brown college STEM students,” Hoston said. Using only a hammer to drill holes in granite, Henry won the contest but then died from a heart attack. As the story goes, John Henry was a Black steel driver in the 1800s who entered a contest against a steam drill intended to replace workers. It focused on the physiological impact of prolonged stressors on minority medical students, tied to a phenomenon called John Henryism. The idea for the symposium stemmed from Hoston’s 2021 doctoral dissertation. I want to counter those obstacles early on.” “Lack of generational knowledge, along with a perception of different treatment, are obstacles for many minority students. “There is a lower success rate for students of color entering and completing academic studies in the STEM fields,” Hoston said. ![]() ![]() The overarching goal of the workshop, he said, is to help Black and Brown students find-and maintain-the confidence to enter the STEM disciplines and earn a degree. “The point is to build their confidence and self-exploration in all aspects of college life.” “We’ll ask students, ‘How do you see yourself?’ at the beginning of the workshop and again at the end,” Hoston said. In an artistic piece of the symposium, Hoston will lead a poetry workshop with a focus on identity and Afrofuturism. In addition, academic advisers, counselors, and retention specialists will give an overview titled “Best Practices in Belonging,” and six faculty members of color will participate in the panel discussion “Academic Success in Belonging.”Įdward Saxon, a Cleveland, Ohio–based pharmacist, will deliver the keynote address, “If I Can Make It, So Can You.” They include Michael Heflin, assistant dean of inclusion and equity, who will serve as master of ceremonies, and Anita Senthinathan, assistant professor of speech-language pathology, and Gehan Senthinathan, assistant professor of social and psychological foundations of education and adult education, who will jointly present the talk “Hard Science-Soft Skills.” Several constituents from across campus will share their expertise with the students. Twenty-seven BPS graduates coming to Buffalo State in the fall are registered for the symposium. “These are exactly the students I’m trying to reach,” he said, noting that a group will already be on campus finishing the Say Yes Summer Success Academy July 5 –August 5, which is funded by the Community Foundation for Greater Buffalo. Say Yes works to remove barriers to college, jobs, and economic mobility for students in the Buffalo Public Schools (BPS). Hoston partnered with the Buffalo State office of the Say Yes organization. Cameron Herman, assistant professor of sociology, is the other 2022 externship recipient. Faculty are then encouraged to extend that learning to students through curricular change. It was launched last year as an opportunity to engage faculty members in learning opportunities with community organizations that provide leadership in addressing issues of social justice. The externship is supported by the Equity and Campus Diversity Office and the Civic and Community Engagement Office and through the generous gift of an anonymous donor.
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