This course seeks to position graduate researchers and teachers in partnership with one another to develop innovative theory that is directly linked to teaching practice.

The course will meet for three days in the summer to introduce theoretical frameworks and practical tools for developing science instructional sequences around social justice issues.  Teams of 5-6 participants will be formed (around geography and interest) to design instructional activities with the support of a PD facilitator that they will subsequently enact in their classrooms.

Teams will begin planning their instruction in the summer session and continue collaboration through the school year. Participants will enact the activities in their contexts and meet twice during the course of the 2018-2019 school year to discuss implementation and plan next steps.

We welcome applications from all who are interested in participating in this workshop and will work with applicants to make sure that pricing is not a barrier to participation.  Based on available funds and interest, we will offer a reduced price for teachers coming from high-need schools.  The regular registration form includes questions related to this option.  To express interest, please submit the registration form and pay the required deposit to hold your place in the workshop. Once your application is received, you will be contacted to finalize the enrollment.

In the course, participants will:

• Explore what social justice means and what it looks like in the context of chemistry teaching
• Examine why social justice is not often addressed in chemistry classrooms
• Develop and enact phenomenon-based classroom activities with social justice framing
• Develop a community of practice with like-minded teachers