In Spring 2024, WPI students piloted two experimental courses in the WPI Teacher Preparation Program for future K-12 STEM teachers. The courses included Community Engagement & Pre-Practicum in Teaching (EDU 2200) and Teaching K-12 STEM in the Community (EDU 2300). In these courses, WPI students were engaged with Worcester community-based organizations (CBOs) to develop "student- teacher" relationships that enabled reciprocal learning of each other's assets and lived experiences. The courses aimed to provide practice in developing and facilitating culturally responsive K-12 STEM activities informed by the Massachusetts Department of Elementary and Secondary Education (DESE) curriculum frameworks, which foster student-centered learning and meet the needs of diverse groups of learners.
The experiential course components of Community Engagement & Pre-Practicum in Teaching included exploring aspects of community engagement through immersive experiences with CBOs and reflective practices. Students volunteered in out-of-school time (OST) programs that serve immigrants, refugees, emergent multilingual learners, and people from underrepresented groups in STEM – the student populations that the Teacher Prep students will have in their K-12 classrooms during their student teaching. WPI students provided tutoring, STEM activities, and mentoring. Students created authentic connections with K -12 learners while examining and redefining "community" and "community engagement." They learned to see things from different cultural perspectives and to approach interactions with humility and respect for other cultures. The CBOs where students volunteered included the YWCA after-school programming at Clark Street Elementary, African Community Education (ACE), and Southeast Asian Coalition of Central MA (SEACMA).
At the end of EDU 2200, WPI students presented their projects about a relationship formed through their community-engaged experience, including what they learned and gained from their partner organization. Rather than formal presentations in the classroom, the students presented at their community-based organization partner site, with both staff and K-12 students in attendance.
WPI students presenting their final project at ACE.
WPI students presenting their final project at SEACMA.
WPI students in the Teaching K-12 STEM in the Community course also interacted with community members, educators, and K-12 students within the local educational ecosystem, such as after-school programs at Community-Based Organizations (CBOs). Students learned about equity in STEM opportunities in local contexts and adapting "High-Quality" STEM activities and lessons. They co-developed a STEM activity/lesson plan at the appropriate level of the learners at after-school programs, incorporating culturally and linguistically responsive pedagogical practices with input from CBO staff. The Teacher Prep students learned about appropriate student engagement strategies, pacing, sequence, resources, grouping, and purposeful questioning. They facilitated a STEM lesson twice as a team at a community-based organization and were observed and evaluated by WPI TPP faculty. Students facilitated their STEM lesson at YMCA Greendale Worcester, El Buen Samaritano (EBS), and the Southeast Asian Coalition of Central MA (SEACMA).
EBS students brainstorming design solutions for water filtration.
WPI students facilitating an ecosystem design challenge at SEACMA.
Teacher Prep student, Michael Nixdorf, with group high school students that learned physics together weekly at SEACMA for EDU 2200.