[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-271250-en":3,"doc-seo-271250-105":31,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30,"preview_page_count":4},271250,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","ISEE’s Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences - Research framework for inclusive STEM","Effective STEM learning experiences should be inclusive and authentically reflect how STEM professionals practice. Yet clarity is often missing on what an authentic, inclusive STEM learning experience (AISLE) should include. Over two decades, the Institute for Scientist & Engineer Educators (ISEE) developed a framework of six key elements for AISLE. The article introduces the framework, explains its roots in inquiry and engineering-valued practices, and reports how PDP participants implemented it while offering recommendations for design, teaching, and assessment.","UC Santa Cruz  \nProfessional Development  \nTitle  \nISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences  \nPermalink  \n[https://escholarship.org/uc/item/9cx4k9jb](https://escholarship.org/uc/item/9cx4k9jb)  \nAuthors  \nMetevier, Anne J.  \nHunter, Lisa Seagroves, Scott et al.  \nPublication Date  \n2022-10-04  \nCopyright Information  \nThis work is made available under the terms of a Creative Commons Attribution License, availalbe at [https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nISEE’s Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences  \nAnne J. Metevier* 1,2, Lisa Hunter3, Scott Seagroves4, Barry Kluger-Bell5, Tiffani K. Quan6, Austin Barnes7, Nicholas McConnell8, and Rafael Palomino9  \n1 Department of Physics & Astronomy, Sonoma State University, Rohnert Park, CA, USA  \n2 Department of Earth & Space Sciences, Santa Rosa Junior College, Santa Rosa, CA, USA  \n3 Institute for Scientist & Engineer Educators, University of California Santa Cruz, Santa Cruz, CA, USA  \n4 Department of Mathematics & Physics, The College of St. Scholastica, Duluth, MN, USA  \n5 Independent Inquiry Science Educator, Boulder, CO, USA  \n6 Graduate Medical Science Unit, Medical Scientist Training Program, University of California San Francisco, San Francisco, CA, USA  \n7 Scripps Institution of Oceanography, University of California San Diego, La Jolla, CA, USA  \n8 Strategy and Educational Effectiveness, University of the Pacific, Stockton, CA, USA  \n9 Cepheid, Sunnyvale, CA, USA  \n* Corresponding author, [ajmetevier@gmail.com](ajmetevier@gmail.com)  \nAbstract  \nIt seems intuitive that effective learning experiences in science, technology, engineering and mathematics (STEM) should be inclusive and should mirror authentic STEM as practiced by professionals. However, it is less intuitive what an authentic, inclusive STEM learning experience (AISLE) should look like or include. Over the course of 20 years, the Institute for Scientist & Engineer Educators (ISEE) has grappled with this question, developing and refining a framework of six key elements of authentic and inclusive STEM learning experiences. Here, we present this framework, which grew from an exploration of what “scientific inquiry” means in the context of teaching and learning, and expanded to include practices and norms that are valued in engineering fields. ISEE’s framework is the cornerstone of its Professional Development Program (PDP), which trained early-career science and engineering professionals to teach STEM effectively, primarily atthe college level, from 2001-2020. In addition to presenting the six elements of this framework, we describe how PDP participants implemented the elements, and we provide recommendations for putting the elements into practice through the design, teaching and assessment of STEM learning experiences.  \nKeywords: activity design, authentic STEM education, equity & inclusion, inquiry, professional development  \n1. Introduction  \nFor over three decades, national calls for reform in science, technology, engineering, and mathematics (STEM) education have stressed the importance of providing classroom experiences that mirror the ways in which STEM disciplines are practiced by professionals. With goals that included improving science literacy in the U.S., major reports focused on teaching through “scientific inquiry” in K-12 settings (e.g., American Association for the Advancement of Science [AAAS] Project 2061, 1989; National Research Council [NRC], 1996, 2000) . These reports advocated for a shift away from presenting STEM topics as collections of facts to be memorized, as well as a shift away from teaching STEM experimentation and innovation processes as lists of pres","cbCaifr4ojZO3UuE","https://ap.wps.com/l/cbCaifr4ojZO3UuE","pdf",757579,10,1,23,"English","en",105,"# Introduction\n## Background on STEM education reform\n## Shifts toward scientific inquiry and research-like experiences\n## Role of ISEE Professional Development Program (PDP)","[{\"question\":\"What is the core purpose of ISEE’s AISLE framework?\",\"answer\":\"It guides the design, teaching, and assessment of authentic and inclusive STEM learning experiences by defining six key elements.\"},{\"question\":\"How did the framework develop over time?\",\"answer\":\"ISEE refined the framework over about 20 years through exploration of what scientific inquiry means for teaching and learning and by expanding to include engineering practices and norms.\"},{\"question\":\"How does the ISEE Professional Development Program relate to the framework?\",\"answer\":\"The framework serves as the cornerstone of ISEE’s PDP, which trained early-career science and engineering professionals to teach STEM effectively and supported participants in implementing and assessing the elements.\"}]","ISEE’s Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences - 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