Improving Educator Effectiveness by Embedding Student Affective Development in STEM Learning

Two female students working together on a robotics project in a classroom, using tools and components on a metallic structure, with notebooks and a laptop in the background.

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The STEM Equity Initiative Inc. collaborates with current teachers and faculty in their unique school or college setting. We develop highly effective educators who can fully integrate their quality STEM curriculum with various teaching methods and a methodology for affective learning. The goal of this improvement process, called the NEIR© System Change Model for Education is to create a learning environment that better engages all students, boosts their academic achievement in rigorous STEM courses and programs, fosters critical thinking and problem solving, and promotes a lifetime love of learning.

Who we serve

Secondary and post-secondary STEM/CTE educators including:

Individual teachers, counselors, administrators, faculty

Local schools

School districts

State education systems

Instructor teaching four students about electrical circuits using a demonstration board in a classroom. The students, four young adults, are attentively listening and observing the instructor's explanation. It includes workbenches and equipment.

Evidence shows that providing educators with the necessary knowledge and tools needed to create an equitable learning environment broadens student participation and their academic success.

A new model for education is needed if we are to meet the needs of businesses today and for the future.

What We Do

Create Equitable Learning Environments

STEM Equity Initiative’s NEIR Model is a three-part systemic change model that identifies and uses leverage points in the education system to create or further develop equitable learning environments (ELEs)

Services
A teacher is showing a molecular model to a group of engaged students in a science classroom. The students, wearing safety goggles, are gathered around a lab table with various scientific instruments and materials, attentively listening

“A year after the professional development, using a new perspective and simple to learn tools, I can report that 2022-2023 was the first year in a long time that I remembered why I went into teaching. By creating an equitable learning environment, I became the “popular teacher” whose classroom everyone wanted to hang out in.”

— SCIENCE TEACHER,
HOPEWELL AREA HIGH SCHOOL, 2023

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so every student can thrive