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Academic Initiative

Summer TERC Scholars Program: STEM Education Research through a Social Justice Lens (SJL)

  • Sponsor: National Science Foundation (NSF)

Program Overview

  • Conduct an independent STEM education research project this summer with TERC! Each project will have a particular focus on fostering equity in STEM and STEM education and enhancing transformative social justice. As part of an eight-student cohort, SJL interns will be mentored by TERC principal investigators and their project teams. SJL interns can expect to: - receive training on essential education research methodologies - encounter and address critical issues and perspectives of social justice in STEM and education - receive professional development training to support pathways to graduate school, research careers, and other diverse career options - interact with other research students at Tufts University through the Visiting Early Research Scholars’ Experiences (VERSE) program This is an opportunity to nurture long-lasting friendships, develop professional relationships, and engage researchers across multiple STEM disciplines. The SJL is funded through a grant by the National Science Foundation to establish a Research Experience for Undergraduates that will help diversify the field of STEM education research and cultivate the next generation of STEM education researchers. MISSION TERC works at the frontiers of theory and practice to develop a deeper understanding of learning and teaching; enhance instruction through teacher professional development; develop applications of new technologies in education; create curricula and other products; and support reform in both institutional and informal settings. VISION TERC imagines a future in which learners from diverse communities engage in creative, rigorous, and reflective inquiry as an integral part of their lives—a future where teachers and students join together in vibrant communities where questioning, problem solving, and experimentation are commonplace. This vision is grounded in the belief that science and math literacies are critical to strengthening and preserving a democratic society. WHO SHOULD APPLY As part of the National Science Foundation’s commitment to broadening participation in STEM fields, we especially encourage students who come from community colleges, undergraduate-only institutions, and minority-serving institutions (e.g., TCUs, HBCUs, HSIs, etc.) to apply. We welcome all applicants of all backgrounds and identities. We strongly encourage student applications from those with minoritized and/or marginalized backgrounds in STEM. This includes but is not limited to racially and ethnically underrepresented (Black, African-American, Caribbean, LatinX, Asian and Asian-American and Pacific Islanders, Indigenous, etc.), women, LGBTQIA+, first-generation, neurodiverse, disabled, and veteran groups.

Benefits

  • receive training on essential education research methodologies encounter and address critical issues and perspectives of social justice in STEM and education receive professional development training to support pathways to graduate school, research careers, and other diverse career options interact with other research students at Tufts University through the Visiting Early Research Scholars’ Experiences (VERSE) program

Program Contact

  • Stephen Alkins, Mia Ong
  • https://www.terc.edu/about-terc/contact-us/

Location

  • Northeast
  • 2067 Massachusetts Ave, Cambridge, MA 02140, USA
2067 Massachusetts Ave, Cambridge, MA 02140, USA

Type Of Program

Audience

  • Collegiate

History

Established

2022

Individuals Served

  • 0-50

Research, Roles & Responsibilities

Research Components

  • Mentored research experience(s)

Identity & Inclusion

Voice

Mentoring Components

  • Mentors Provide Mentees With Access To Academic Resources

    (E.G. Precollegiate, Collegiate, Graduate, Postdoc, Faculty Training, Standardized Test Preparation, Writing Workshops, Research Workshops, Tenure And Promotion Information)

  • Mentors Provide Support With Academic Or Discipline Specific Knowledge Through Direct Teaching

Expectation

Evaluation Methods

  • Annual Performance Report

  • External Review/Evaluation

  • Program Survey(s)

Anticipated Outcomes

  • Attendance

  • Conducting Research

    (E.G. Course-Based, Laboratory-Based, Apprentice-Based, Discovery-Based)

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  This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Copyright © 2021 Academic Pipeline Project

 

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