As part of the FUERTE project (Fostering Undergraduate Education, Retention, and Transfer Environments) at St. Mary’s University, Dr. Alexandra Coso Strong (Florida International University) and Dr. Meagan Kendall (University of Texas at El Paso) facilitated a workshop Feb. 24 and Feb. 25 at St. Mary’s University.
Dr. Qiaoying Zhou – Chair of Math and Engineering, Kelli Bradshaw – Math Faculty, Dr. Melaku Bogale – Physics Faculty, Dr. Mary Zocchi Math Faculty and FUERTE co-PI, and Dr. Thomas Pressly Engineering Faculty and FUERTE Co-PI from Northwest Vista College (NVC) participated with the St. Mary’s faculty in the workshop.
The focus of the workshop was creating a culturally responsive learning environment for Science, Technology, Engineering, and Math (STEM) students. They discovered ways to give all students respect and a voice as individuals. They explored what students bring to the class, how to be Asset Focused. To do this, they investigated the Community Cultural Wealth approach: Aspirational Capital, Familial Capital, Linguistic Capital, Social Capital, Navigational Capital, and Resistant Capital. They are all looking forward to affecting change in our courses to be more culturally responsive to all students.
Project FUERTE is awarded to St. Mary’s University (Principal Investigator – PI – Dr. Juan Ocampo and Co-PI – Dr. Rick Sperling) with a co-award to NVC (Dr. Mary Zocchi co-PI and Dr. Thomas Pressly co-PI). They support the transfer of students from NVC to St. Mary’s thorough seamless transfer pathways. They create and sustain culturally responsive classroom environments and a system of student support services. They aid student progression through STEM majors via stipends and research opportunities. We are building competency in STEM at both institutions.
NVC students who are considering transfer to St. Mary’s in a STEM major should apply to the program through the application on the NVC website. Applications for the first spring 2022 cohort are still open. https://www.alamo.edu/nvc/academics/fuerte/
