Please read our Data Protection & Use Notification to learn more.
USTRIVE means teaching your students lessons grounded in relevant social and scientific problems facing them in their own community. It means helping them master the skills and concepts necessary to become effective social change agents.
We will achieve our goal by providing teachers with integrated professional development and learning community supports that are designed to address the following teacher competencies:
Teachers who attend professional development (PD) will also receive classroom support visits to implement these new instructional approaches with their students. To help embed and expand the use of SJSP in secondary education classrooms, a new professional learning community (PLC) will foster content-knowledge sharing and leadership development. Facilitating the transfer of this approach to others will be the creation of an open, digital repository for artifacts; we will also develop new and strengthen existing relationships with local environmental education centers to expand the availability of local community resources for teachers.
Our PD activities will support 75 teachers (25 per cohort) over the four-year project period. Each cohort will participate in two years of program activities. Each year participants will engage in:
Associate Professor Dr. Augusto Macalalag will explore how STEM curriculum impacts 7th- through 12th-grade student understanding. The research is funded through a National Science Foundation grant with a total intended award amount of $2.8 million, of which $2,031,108 is awarded to Arcadia.
External Advisory Board: Dr. Dana Zeidler (Distinguished University Professor and Program Coordinator of Science Education, University of South Florida, SSI, science literacy), Dr. Alberto Rodriguez (Distinguished Professor in Education, University of Houston, multicultural education), Dr. Randy Yerrick (Dean of Kremen School for Education and Human Development, Fresno State University, historical barriers to science learning), Dr. Paul Alan Morgan (Full Professor, West Chester University, education for sustainability), Dr. Daniel Morales-Doyle (Assistant Professor of Science Education, University of Illinois Chicago, inequity in science education), Dr. Mark Newton (Assistant Professor of Science Education, East Carolina University, SSI), and Dr. Amanda Peel (Postdoctoral Scholar, Northwestern University, real-world issues for meaningful learning)
View all resources, projects, and course content at the links below. If content requires access, request through Google or email James Hinkle.
This material is based upon work supported by the National Science Foundation under Grant No. 2101395.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.