The Disruptor

Leveraging this moment of disruption to empower evidence-based systemic change that advances equity.

  • Bringing the Field into the Classroom: Using Story Maps as an Inclusive Component of Virtual Field Experiences for Beginning Students

    Author(s):

    A professional headshot of Juk Bhattacharyya
    Prajukti Bhattacharyya, Ph.D.

    Professor of Geology

    University of Wisconsin-Whitewater

    Author(s):

    Professional photo of Susan Huss-Lederman
    Susan Huss-Lederman, Ph.D.

    Professor Emerita of English

    University of Wisconsin-Whitewater

    Editor:

    Dr. Christopher Atchison, who wears glasses and a silver tie, stands next to a bookshelf
    Christopher Atchison Ph.D.

    Professor of Geoscience Education

    University of Cincinnati

    Through story-mapping, students can address open-ended questions, critically evaluate existing information, and identify gaps in the current knowledge base.

Building Engagement Through Student Centered Learning

Calvin Briggs, Ed.D.
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Calvin Briggs, Ed.D.

Executive Director, The Southern Center for Broadening Participation in STEM
  • Who Am I When the Little Things Add Up?

    My multiple identities impact how I show up in this world. They also guide the experiential framework of my approach to addressing diversity, equity,…

  • How Engagement Enables Broadening STEM Participation

    We must embed STEM firmly in the cultural DNA of communities to truly realize the American Dream. I am an African American male .…

Advancing Accessibility in Field Programs

Christopher Atchison Ph.D.
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Christopher Atchison Ph.D.

Professor of Geoscience Education, University of Cincinnati
  • Bringing the Field into the Classroom: Using Story Maps as an Inclusive Component of Virtual Field Experiences for Beginning Students

    Through story-mapping, students can address open-ended questions, critically evaluate existing information, and identify gaps in the current knowledge base.

  • Designing for Difference: Conceptualizing and Planning for Variations in Learners’ Needs, Abilities, and Interests

    Let’s leverage this moment of disruption to correct the longstanding failure of academia to recognize and plan for the inherent variability in people’s needs,…

  • How Advocating for Accessibility in the Field Builds a Culture of STEM Inclusion

    Active learning in field-focused science disciplines is widely recognized as highly transformative practice in the undergraduate curriculum. Giving students ea…

Envisioning Dimensions of Equity in an Academic Ecosystem

Stephanie E. August, Ph.D.
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Stephanie E. August, Ph.D.

Visiting Professor, Engineering Education, California State University, Los Angeles
  • Dear STEM, It’s Time for Some Identity Work

    What identities are being built? What identities are (and/or ought) to be dismantled? What structures, traditions, philosophies, and/or practices necessitate d…

  • How Disruption Allows Us to Reimagine Convergent STEM Ecosystems

    Learn how placing experiences and growth, rather than content delivery, at the center of activity can help you create an educational ecosystem that supports…

Enriching Education to Grow Inclusion

Mica Estrada, Ph.D.
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Mica Estrada, Ph.D.

Associate Professor, Institute for Health & Aging, Department of Social and Behavioral Sciences, University of California San Francisco
  • How Food Can Be a Cultural Bridge to Enhance Student’s STEM Identity and Learning Outcomes

    Perhaps food is not peripheral to creating inclusive learning environments, but can be central to its formation.

  • Filling the Sieve and Wondering Why We’re Still Thirsty: A Call to Humanize the STEM Workplace for Educators and Students

    Many consider the landscape of undergraduate STEM to be characterized by high rates of work stress and inequity across identities of race, ethnicity, .…

  • How Kindness is Part of an Excellent STEM Education

    In 2017 I set my fingers to the keyboard and, in collaboration with my colleagues, wrote a review article titled “The Influence of Affirming…