Indigenous knowledge and values are inherent to what our world needs in order to address the real world STEM challenges that we face (Bang and Medin, 2010, and Smith, 2012, as cited in Krauskopf, 2021). Place-based curriculum provides a space where Indigenous and Western knowledge can interweave and provide visceral learning experiences as well as strengthening students' relationship to their home. In this poster presentation I share my process for developing curriculum from Kanaka ʻŌiwi perspective. My hope is that my process can serve as guidance to other kumu aiming to engage in similar curriculum development.   STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place, Advocacy

​​The success of a community could be measured by the skill set of its people. Each work is essential and it is important that each member is well versed in their practice. As an educator, understanding my own complexity and simplicity will provide a clear understanding of my sense of place in education.   STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place

Middle schoolers can be a tough crowd. Add them to the dirt, mud, and smells of the loko iʻa and who knows what you’re gonna get. This poster is about how they respond to ʻāina-based math experiences.   STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place, Advocacy

Reading, listening to, and telling stories is not just for language arts. Using stories to teach STEMS may have an impact on how students learn and retain information. Stories have the potential create connections to people, places, and academic standards. They can bring the untouchable into reach, and turn impossibilities into relatable ideas. Although my results are still forming and I'm still working through the reflection process, I know the power of a good story and I'd like to share, and continue learning, about the many aspects and values that stories and storytelling have to further children's education.   STEMS² Pillars: Aʻo, Moʻolelo, Sense of Place

This study takes a look at how integrating STEM lessons and concepts into physical education effects participation. Adding a new perspective on a class that students either love or hate reinvigorates learning and invites students to approach PE as a student-athlete instead of just an athlete or non-athlete. Math and engineering lessons were woven into activities and games to spark the scientist in all of us and problem-solve familiar problems with a new lens.   STEMS² Pillars: Makawalu, Moʻolelo, Sense of Place

This presentation highlights how a Native Hawaiian teacher foundationally uses indigenous epistemology, to teach Colonial knowledge and science content in combination with state standards. As a student of STEMS^2 pedagogy, this educator looks at the impact identity has on their teaching philosophy, and the reciprocal relationship of aʻo (teaching/learning.)   STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place, Advocacy

This session will discuss an elementary school's process of creating a student profile framework to select common skills, knowledge, and behaviors. This framework will be used to create a measurement tool of attributes that students should obtain before they transition to middle school.   STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place, Advocacy