Author(s):
This poster will present an overview of C-JUSTICE faculty development curriculum, example curricula, and assessment data. The C-JUSTICE project engages faculty and students in STEM education in which social justice issues that arise through climate impacts, civic engagement for systemic change, positive stories of empowerment and systems thinking are “threaded” through traditional, discipline-specific 100- and 200-level community college STEM courses. Sonya Remington-Doucette (PI) and Heather Price (Co-PI) worked with dozens of faculty to administer pre-post quarter student perception surveys in STEM courses during the 2021–2024 academic years, including chemistry, biology, physics, mathematics, psychology, political science, environmental science, meteorology and oceanography courses. They also administered pre-post quarter case study assessments of students systems’ thinking skills in their General Chemistry and GOB courses. Results show changes in students’ social consciousness, STEM-to-society connections, capacity for civic engagement and systems thinking skills, as well as their views on science as a tool for social change and social injustice as a core issue in the climate crisis. Presenters will share these results as well as examples of how these topics can be threaded through discipline-specific STEM courses.
Coauthors
Sonya Remington Doucette, Bellevue College, Bellevue Washington
