HSTEM Initiative Project Assignment (Example)

HSTEM Project Options:

You may choose one of two options for a final project to synthesize your learning and apply it to make change in STEM. They will serve as a resource for STEM departments and/or the HSTEM initiative at Amherst. You’ll eventually paste a link to your project in a collective Google slides.

Option 1

Contribute to a digital magazine that serves as a resource guide for STEM departments by introducing key HSTEM concepts, stories, and resources grounded in context and evidence from the literature with the goal of engaging them in deeper reflection or providing clear pathways to action.

  1. Ex) Entry on an HSTEM alum that could be used in “Humans in STEM” highlight in an introductory course or on a department website, etc.
  2. Ex) Create an accessible resource to assist students in your institution in navigating STEM
  3. Ex) Pitch a local partnership
  4. Ex) Pitch a change to your institution that you believe will make STEM more accessible and equitable
  5. Ex) Workshop guide for instructors to assist them in incorporating HSTEM principles/practices into their classrooms
  6. Ex) Recommendation of three of our articles to read – summary, why they are important in STEM, why it’s important to you, how you think it could help bridge some disconnects in Amherst STEM
  7. Other ideas that you discuss with facilitators are welcome

Option 2

 Contribute to drafting a grant proposal that:

  1. summarizes the progress and impact of HSTEM to-date
  2. places HSTEM in the context of current STEM inclusion and equity efforts
  3. proposes the next steps for HSTEM assessment and growth.

Tagging

You’re also going to tag your project with which learning objectives it addresses, which course components it covers, which HSTEM disconnects it covers, and which processes it involves (put these on your Google slide. For example, L1, C2, D1, and P1). Your project can address multiple objectives, course components, disconnects, & processes, but it must address AT LEAST ONE learning objective, AT LEAST ONE course component, AT LEAST ONE disconnect, and AT LEAST ONE process.

Learning Objectives

  • L1: Students will be able to reflect on their own experiences as humans in STEM and position them within the broader context of disparities and structures in STEM.
  • L2: Students will embrace respect, compassion, caring, and integrity while challenging themselves and all participants to brave the discomfort, disagree respectfully, and work to include minority viewpoints even if they are not brought up in the room. 
  • L3: Students will be able to initiate and guide a collaborative process (listening, validating, reflecting, partnering) within their (STEM) communities to design, implement, and assess anti-racist interventions. 
  • L4: Students will be able to interpret literature about lived experiences in STEM, both quantitative (statistics and data-driven reports on representation in STEM) and qualitative (sociological and historical accounts).   
  • L5: Students will be able to apply evidence about issues of identity, inequity, and inclusion (in STEM) to lead and facilitate discussions across different viewpoints in these areas. 
  • L6: Students will be able to identify and raise awareness of racist systems and policies (in STEM disciplines and professions).

Course Components

  • C1: Build community
  • C2: Share & investigate lived experiences in STEM
  • C3: Investigate the academic literature on persistence & experience in STEM
  • C4: Design interventions to enhance STEM in our local Amherst environment or beyond
  • C5: Lead the conversation on equity in STEM at Amherst or beyond
  • C6: Connect with STEM Inclusion/Equity community beyond Amherst

Disconnects

  • D1: Faculty/staff intent vs. Student experience
  • D2: Advantages contribute to STEM success vs. deficiency models focus on individuals closing gaps
  • D3: Faculty dedication to student learning vs Faculty comfort with inclusive pedagogy
  • D4: Recognition of value of diverse students vs. Nonrecognition of validity of different needs
  • D5: Agencies/Administrators fund diversity initiatives vs Lack of student voice 
  • and participation
  • D6: Universal curiosity of toddlers vs who thrives & continues along STEM pathway
  • Others?

HSTEM Process

  • P1: Listening
  • P2: Validating
  • P3: Reflecting
  • P4: Partnering