- Year 2022
- NSF Noyce Award # 1950290
- First Name Laura
- Last Name Sample McMeeking
- Institution Colorado State University
- Role/Position Associate Professor, Director
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological Sciences, Chemistry, Geosciences, Mathematics, Physics
- Target Audience Co-PIs, Noyce Master Teachers, Other Faculty/Staff, Project PIs, School District Administrators
- Topics Convergent Approaches: Teaching Across STEM Disciplines, Developing Partnerships that Support Teachers and Students at High-Need School Districts, Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning
- Session Length 75 minutes minutes
- Additional Presenter(s)
Elizabeth Diaz-Clark (email@example.com)
`- Participants will be able to define various place-based education theories.- Participants will be able to align an existing professional development model for pre-service and in-service teachers around place-based education to their own Noyce program context.- Participants will be able to identify in-service teacher partners to work with pre-service teachers to develop place-based lesson materials as part of professional development.
Participant lesson plans along with the following supporting literature: Dede, C. (2010). Comparing frameworks for 21st century skills. 21st Century Skills: Rethinking How Students Learn, 20, 51-76.Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.Israel, M., Kamman, M. L., McCray, E. D., & Sindelar, P. T. (2014). Mentoring in action: The interplay among professional assistance, emotional support, and evaluation. Exceptional Children, 81(1), 45-63.Jennings, N., Swidler, S., & Koliba, C. (2005). Place-based education in the standards-based reform era—Conflict or complement? American Journal of Education, 112(1), 44-65.Odell, S. J., & Huling, L. (Eds.). (2004). Quality Mentoring for Novice Teachers. Indianapolis, IN: R&L Education. Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18(2008), 5-29.Smith, G., & Gruenewald, D. (2007). Place-based Education in the Global Age: Local Diversity. NY: Routledge. Wilson, S.M. (2013). Professional development for science teachers. Science, 340(6130), 310-313.
The Colorado State University (CSU) Noyce program adopted a Place-Based Educational (PBE) professional development (PD) model for pre-service and in-service teachers. The semester-long CSU Noyce PBE PD pairs Scholars with in-service teachers and includes eight sessions that center on the development of a PBE lesson plan, four in-person sessions each followed by a remote session where teams work together. The first in-person session focuses on developing a shared definition of PBE and applying PBE to individuals’ content areas. The second focuses on connections to local resources, spaces, and problems. The third session is about building assessment into PBE lessons. Finally, the fourth session is a symposium where participants share their lessons and reflect on the process of developing, and in some cases implementing their PBE lesson. This PBE-centered PD is intended to help Scholars transition to school communities by providing opportunities to collaboratively engage in teaching approaches that develop their cultural competencies and pedagogical skills. In this workshop, participants will be introduced to the CSU Noyce PBE PD model and begin to apply the model to their institutional contexts.