Access and Agency

Above, studentS prEsent how they might solve a current issue is a STEM professional. After a year of learning, students feel they have agencY to Impact their Community.

In order to build this level of responsibility and knowledge,BrianA centers her curriculum around access to human rights—clean air, food, and water. THrough project based learning, Students brainstorm solutions to carbon emissions, diabetes, corrosive water, and other environmental inequities. Briana firmly believes a curriculum Which leverages STEM to address real-world issues equipS students not only for academic success but also empowerS them to be leaders in their communities and beyond.

In the example above, This student elaborated on their “Access to clean Air” unit, highlighting West Oakland. THroughout the year, West Oakland was a repeated community of interest due to its proximity to students and compounded inequities.

In the example Below, students were asked to research and analyze diabetes rates v. income levels in their local neighborhoods. Then they were asked to compare diabetes rates versus proximity to grocery stores verses fast foods before making a CER (claim. evidence. reasoning) statement.