How can you create STEM continuing education programs that appeal to diverse audiences?

In my experience, (as a High School STEAM teacher), I wanted my classes to fit my school best. I chose many different projects and had examples of what those projects might be or entail, (with visuals and/or videos). If someone said "I wouldn't be able to do that!" etc. I would tell them we would be exploring the work together and that some content was new to me, as well. I had been heavily encouraged to teach robotics but I wanted options that all students, (including girls), would be engaged with so robots were only a small sample of the options presented. The students then rated them and, to get a larger sample size, the document and survey were shared with other teachers to present to their students. That data was essential.

To design STEM continuing education programs for diverse audiences, consider incorporating culturally relevant examples, diverse role models, and real-world applications. Ensure materials are accessible and inclusive, and provide opportunities for collaborative learning. Tailoring content to different learning styles and offering flexibility in program delivery can also enhance appeal across a wide range of participants.

Provide opportunities for student-driven agency in which the participants can actively experience how their learning and decisions can affect outcomes.

One must consider factors such as age, gender, ethnicity, socioeconomic status, educational background, interests, and career goals. Additionally, consider the specific STEM field being offered, as different fields may appeal to different audiences/students.

Community revitalization plays a strong role in being able implement STEM components. Establishing programs around bettering the community make it easier to introduce these concepts because now members of the community are engaged in positive self-betterment activities already and are open to new ideas.

Defining clear & measurable outcomes, the STEM programs ensure alignment with the learners expectations and needs. SMART goals, characterized by specificity, measurability, achievability, relevance, and time-boundness, provide a framework for setting realistic and impactful objectives. The outcomes must focus on developing skills, knowledge, and competencies that enhance the audience's career prospects, problem-solving abilities, and community contributions.

Definition of outcomes, and keeping them measurable, is essential to designing a STEAM/STEM program that is meaningful and sustainable. During my design process I studied: current workforce data, the most recent Occupational handbook and standards from the aligned areas. I also tried to speak with local colleges, businesses and teachers from my school that were in other departments. I did this to see if students had any skills I could help bolster with my hands-on classes, (as some students learn best by application). This took a few years to refine, reflecting and editing each year. Using competencies, whenever possible, helped as well... as some skills take a long time to finally "click" with students.

In my position I used peer-instruction whenever possible. Once a student mastered a skill I would have them show another student. This really helped solidify their understanding, (and gave them agency). I also started, in some classes, making short tutorials so students could move on to the next step in a practice if I deemed them ready, (as practices were direct instruction). By differentiating this way I could focus on the students that needed more help until they were all in the same spot. Once all students had completed their practice they would then work independently on a project and help others at their table. These short videos also helped students that were absent, late or that struggled and needed reinforcement.

Use the tools you have available. I was told that teachers don't really need to know things, they need to know how to find the answers. There is a whole world of resources available to us on the internet. Many people create things and post them, meaning inspiration (and possibly lessons) can be found and changed to fit your audience. I often create my own lessons using information I have found online. I subscribe to various newsletters that offer new ideas and projects.

In my experience, individuals respond well to a one-on-one personal invitation. This is particularly effective with learners who lack confidence or are hesitant for others reasons.

When talking about curriculum that appeals to diverse audiences I always think back to the framework of "windows" and "mirrors", which I learnt about from a seasoned technology educator. A window is a resource that offers you a view into someone else’s experience. A mirror is something that reflects your own culture and helps you build your identity. In my work at imagi we focus on offering opportunities to personalize the Python coding learning experience. For example, when students were asked to code the portrait of famous women of color in technology this exercise was a mirror for some while a window for other students.

Curiosity is the best motivation in any educational endeavor. No where is this more true than STEM. Engaging that curiosity requires representation and relevance. A child must see an opportunity for themselves, if they are to engage, as well as purpose. Let’s take some thing as basic as woodworking. Take a child given a choice between two different classes, one which provided the opportunity to build a birdhouse and another, in which the students built benches to put out in the community. Which do you think would provide a better sense of purpose? What about something like physics? Quite often I start out having students consider what they would like to have in their lives. We would then use that to explore how physics can address matters.

Representation Matters The movie blockbuster hit, ‘Black Panther’, may be set in the fictional afro-centric world of Wakanda, but the movie’s power of boosting diversity in STEM careers is very real. According to the United States Department of Commerce, 7 out of 10 STEM positions in the US are held by white, non-Latinx people. Black, Native American, and Latinx (any race) workers are half as likely to hold STEM positions compared to the overall workforce. Many students from underrepresented groups end up genuinely believing that scientific investigation is not a career path open to them in large part because there are simply not enough positive Black STEM role models in-person, on TV or in the movies to help inspire students.

Additional Insights: Collaborate with community organizations, educational institutions, and industry partners to ensure programs meet diverse needs and interests. Use social media, community events, local media, and partnerships with relevant organizations for effective and diverse outreach. Offer scholarships or financial assistance to make programs accessible to economically disadvantaged or underrepresented individuals. Offer access to mentors, networking opportunities, and career development resources to address unique needs and challenges of diverse audiences. Continuously evaluate program effectiveness through participant feedback and data analysis. Use feedback to improve and ensure relevance and inclusivity.