A practical method for improving Diversity, Equity, and Inclusion in Nuclear Science

Since the early 1990's, the ability of public education systems to produce scientists, engineers, and technologists has become a central focus. Leaders around the globe in all areas of national importance have emphasized a growing need to produce a workforce that is fluent in science, technology, engineering, and mathematics (STEM). Countless resources have been dedicated to improving STEM outcomes in various ways including modernizing regulated curricula environments, including compulsory education. United States (US) compulsory education has a long history of successfully producing technologists, albeit inconsistently across represented demographics. US higher education has a long history of successfully producing scientists, engineers, and advanced technologists, albeit inconsistently across represented demographics. In addition to modernizing standardized curricula to produce scientists, engineers, and technologists more effectively, the elimination of inconsistent outcomes among various demographics in STEM education and careers is of primary interest. In order for society to continue advancing by continually producing increasingly advanced technology, an education methodology that can produce desired STEM education and career outcomes for all individuals is desired. Starting in 1994, a small group of Engineering Education Researchers began developing a novel methodology to improve STEM learning outcomes for underrepresented demographics at Rensselaer Polytechnic Institute (RPI) in Troy, NY. More than twenty-five years of trial and error in various practical learning environments, including military, private sector engineering, public elementary and high schools, and academia, resulted in a two-part STEM Learning Model (SLM). One part of the SLM is an empirical cognitive model, the Human Learning Model (HLM), that is used as a guide for curricula developers to customize lesson plans for a target audience. The other part of the SLM is a reduced set of scientific theories, referred to as Small-To-Big Physics (S2BP), that has been demonstrated to enable mastery of certain STEM fundamentals, without the need for math proficiency, that serve as prerequisites to formal STEM learning. The SLM has produced successful STEM learning outcomes in student learners as early as 4th grade and through early career Engineers and Ph. D. candidates. The current best practice is for Engineering Education Researchers to partner with volunteers and organizations that have existing programs dedicated to broadening participation of associated demographics in STEM Education and careers. Engineering Education Researchers collaborate with these organizations to develop customized STEM learning modules consistent with the needs and objectives of the target demographic. These modules include moderator training and lesson plan guides that enable members of these organizations to produce desired outcomes in STEM learning without the aid or input or presence of the Engineering Education Researchers. This paper documents the preparation process, execution, and outcome of a STEM event titled "Demystifying Nuclear Science and Engineering". The long-term objective of this STEM event is to broaden the participation of Black / African Americans in Nuclear Science and Engineering careers by teaching nuclear science fundamentals to 10th-12th grade Black / African American students.