Social and Behavioral Sciences Commons^™

Digitalcommons, Imsa’S Institutional Portfolio: How Inclusion Is Creating A Win-Win For Stakeholders, Jean Bigger

Publications & Research

DigitalCommons@imsa includes rich collections from across the Illinois Mathematics and Science Academy that are anchored to its legislative charge and mission. Hear how inclusion and a history of robust cross collaboration have made it possible for IMSA to curate content that provides evidence of return on investment to stakeholders while demonstrating the effectiveness of its programs. And share in the excitement of our newest initiative, Student Portfolios.

2019-2020 & 2020-2021 Annual Report Of The Work In Imsa’S Archives, Christian Nokkentved

Archives' Annual Report

The IMSA Archives, housed in the Leto M. Furnas Information Resource Center, serves to collect and preserve materials relating to the history and ethos of the Illinois Mathematics and Science Academy. The Archives includes both special and general collections with materials about IMSA’s establishment, led by Dr. Leon Lederman and Governor James Thompson. There are materials about the Academy’s opening in the fall of 1986 and its development since, as well as about its ideas and programs and how they evolved. Included are sample curricula, presidential speeches, samples of student work, as well as material about and from partnership programs …

2021 Diversity Climate Survey, Illinois Mathematics And Science Academy

Diversity, Equity, and Inclusion: Resources

In March 2021, a survey regarding diversity and school climate was administered by the Office of Diversity, Equity, and inclusion. This survey was adapted from the National Climate Survey developed by the Gay, Lesbian and Straight Education Network (GLSEN). There were a total of 551 survey responses, 48 of which were removed due to incomplete survey responses. Of the remaining 503 authentic responses, there were 182 Sophomores, 156 Juniors, 147 Seniors, and 18 that did not indicate their grade level. Below is a summary of the major results from the survey.

Bursting Stereotypes, John Kendall, Alyssa Gehrke

Goal 3: Interpersonal Intelligence Narrative

Purpose:

The purpose of this program is to educate others on what stereotypes are and how individuals don’t relate to those stereotypes.

How To Responsibly Shop For Groceries For Yourself!, Rafael Gonzalez

Goal 2: Life Skills Narrative

Purpose: Students will learn about tips for buying personal groceries that will help them in the future, more specifically when they begin college and living on their own.

Professional Confidence, Mia Pidlaoan

Goal 2: Life Skills Narrative

• Students will display effective interpersonal communication skills such as effective conflict resolution strategies, verbal and nonverbal reactions in social situations, and how they differ amongst individuals.

• Students will develop effective leadership skills

Choose Your Own Adventure : Fire Response!, Ethan Castro

Goal 2: Life Skills Narrative

Purpose: Present students with scenarios of various common fire emergencies and test their knowledge on the proper ways to respond to such emergencies, citing professionally published guidelines as resources.

Learning Styles And Study Methods, Brenda Perez

Goal 2: Life Skills Narrative

Specific Lesson Outcomes:

• Students will find what learning styles work best for them.

• Students will understand how to use these learning styles in their study habits, presentations and school work.

• Students will be able to locate resources to best help their learning style.

Mamba Mentality: A Blueprint For Success, Josiah Payne

Goal 2: Life Skills Narrative

Purpose:

The purpose of this program is to help students develop a mindset and habits that will facilitate success in pursuing their interests.

Fast Fashion, Chloe Katehis-Krencik

Goal 1: Social Responsibility Narrative

Two-Part Program activity for Students Fashion Swap.

Reducing Your Carbon Footprint, Eric Greenfield

Goal 1: Social Responsibility Narrative

Students will learn about their carbon footprint, the importance of reducing our emissions of greenhouse gases, and ways that they as individuals can reduce their carbon footprints.

Is That Really What I Look Like?, Natasha White

Goal 4: Intrapersonal Intelligence Narrative

Purpose: Students are at a very fragile time in their lives. With so much change they’re experiencing along with so much stigma and pressure to combat, it can be very difficult to maintain a positive sense of self-worth; especially when it comes to their physical appearance. The intention is to help students learn to manifest and maintain a positive body image.

E-Steam-Ed Individuals: The Significance Of Art In Ste(A)M, Kristen Feigel

Goal 4: Intrapersonal Intelligence Narrative

Purpose: To expose students gifted with academic and/or STEM proficiency to the benefits of Art in their education and daily lives. To offer students opportunities to try different types of art to encourage creativity and different ways of thinking.

Gaslighting---No, It's Not Me, It's You, Robyn Norton

Goal 3: Interpersonal Intelligence Narrative

Purpose: Students will understand the definition, concept, and signs of gaslighting in personal interactions and relationships, as well as the negative outcomes of gaslighting on one's self-esteem, confidence, and trust.

Don't Just Dream Of Good Sleep --- Achieve It!, Kristen Feigel

Goal 4: Intrapersonal Intelligence Narrative

Purpose: To help improve students’ overall quality of sleep by establishing and maintaining healthy habits.

Learning To Be Selfish, Benjamin Lepak

Goal 4: Intrapersonal Intelligence Narrative

Purpose:

• To start a conversation about the importance of selfishness. Talking with students about the idea that it can be ok to be selfish at times.

Battling Imposter Phenomenon, Ladonna Hawthorne

Goal 4: Intrapersonal Intelligence Narrative

Purpose:

Through this program, students will learn what Imposter Syndrome is, and develop tools for overcoming Imposter Syndrome.

What Motivates You?, Natasha White

Goal 4: Intrapersonal Intelligence Narrative

Purpose: Students will experience burnout and procrastination frequently because they’re not fully aware of how to keep themselves motivated. The purpose of this is to help them understand what drives them and how to keep that motivation going.

The Value Of Agreeable Disagreement, Josiah Payne

Goal 3: Interpersonal Intelligence Narrative

Purpose:

The purpose of this program is help students understand the value of listening to and understanding opposing viewpoints and give them a basic framework for engaging in civil public dialogue.

Diversity And Equity During Covid 19: An Analysis Of Student Attitude And Understanding In Pathophysiology, Sowmya Anjur

Faculty Publications & Research

To increase student engagement and reduce frustration over grades, data is being collected in my Pathophysiology classes on specific assessment questions which require students to think and apply what they have learned to answer assessment questions (“transfer” questions). These questions are being administered both before and after students have completed specific modules to assess their attitude and understanding of the material. Data is also being collected on student study habits before and after specific assessments for correlation with their scores on “transfer” questions. It is hoped to reduce student frustration over grades by analyzing their behavior and improving their understanding.

The Great Water Design Challenge: A Noaa Planet Stewards And Illinois Mathematics And Science Academy (Imsa) Collaboration, Elizabeth Martinez

Publications & Research

Through generous NOAA Planet Stewards funding, schools in the Northern Illinois area had the unique opportunity to participate in a one-day design challenge that focused on local and state environmental issues. Student teams, which ranged from fifth grade through high school, engaged in research and design thinking to create innovative responses and solutions to address their selected water challenge. Subject matter experts were available, both virtually and in person, for questions, conversations, and insights as teams worked. Simultaneously team sponsors engaged in their own professional development related to the NOAA Planet Stewards Program. Students showcased their work at the end …