In this episode, Dr. Ti'Era Worsley shares her journey from a curious child who loved to take things apart to becoming a STEM education coordinator. She discusses the challenges she faced as a first-generation college student, her transition from wanting to be a dentist to pursuing engineering, and the importance of community support in her academic journey. Dr. Worsley emphasizes the need for teaching methods that empower all students and validate their experiences, particularly in STEM fields. She also highlights her current role in supporting community college students and fostering their interests in STEM careers. In this conversation, Dr. Ti'Era Worsley shares her insights on the non-linear pathways students often take in their educational and career journeys. She discusses the challenges faced by students in navigating college life, the importance of understanding the emotional labor involved in education, and the need for critical thinking and collaboration in learning. Dr. Worsley emphasizes the significance of empowering students by encouraging them to ask questions and seek information, as well as the value of teamwork in achieving success. The discussion highlights the evolving landscape of education and the importance of adapting to meet the needs of today's learners.

About Dr. Ti'Era Worsley:

Dr. Ti'Era Worsley is a STEM Education Coordinator at Northern Virginia Community College. Her research has focused on the role of educator-youth interactions in fostering student learning and engagement in STEM. Dr. Worsley’s scholarly interests are deeply rooted in her own experiences navigating STEM from K-12 through postsecondary education. Driven by a commitment to finding her place in STEM, she has forged her own path in the field, shaping her research to explore how supportive learning environments can enhance student success and belonging in STEM disciplines.

Link to Dr. Worsley's recent publication: "I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys" https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21992