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Virginia Union University STEM Education for Pre Service Educators
1Kaiem
1Department
Abstract
of Mathematics Virginia Union University, 2 School District of Philadelphia, 3 SC Philly Fund, 4 Elizabeth City State University
Best Practices
The Virginia Union University STEM Education
collaboration focuses on the preparation of the next
generation of pre-service educators to address the
pedagogy of climate change education, with an emphasis
on how to address climate change at faith base institutions
in the demographic of Minority Serving Institutions (MSI).
Through partnership with NASA, ECSU, UNH, VUU and
other partnering institutions and or agencies we present on
best practices and lessons learned on the campus of
Virginia Union University.
The presentation of best practices should serve as a direct
indicator to address pedagogical needs to include climate
education within K-12 curriculum.
Using
technology-based
delivery systems
with moderation
Seven
Principles
for Good
Practices
Lessons Learned
CHALLENGES
•ADMINISTRATION COMMUNICATION
Encourage Student-Faculty Interactions
•DIVERSITY OF ADMINISTRATION BACKGROUND
Promote active learning (social interaction)
•TRUE UNDERSTANDING OF SCIENCE AND CLIMATE CHANGE
•DEPARTMENT, SCHOOL AND UNIVERSITY
GOALS ALIGNMENT WITH NASA NICE GOALS
Respect diverse talents and ways of learning
Introducing activities based
on appropriate learning theories
Cooperative and
Collaborative
learning activities
Frink, 3,4 Aamir Rasheed, 2 Paula Crawford, 1Kalota Stewart Gurley, 4 Ervin Howard,
•TIME ALLOTMENT FOR COURSES
•TECHNOLOGY RESOURCES
High expectations by learners (extra effort)
•NEXT GENERATION SCIENCE STANDARDS
•LOCAL POLITICAL PARTY
Promote prompt feedback to students
•FACULTY BUY IN
(Chickering & Gamson 1999)
UNDERMINING
Some of the strategies will include inquiry, direct
instructions, and cooperative learning. At this particular
workshop, we have learned about global climate change in
regards to how this is going to impact our life. Participants
have been charged to increase the scientific understanding
of pre-service teachers education programs nationally
to incorporate climate education lessons.
TEMPLATE DESIGN © 2008
www.PosterPresentations.com
Increase time and task to increase higher outcomes
FACULTY INCLUSION AMONGST DISCIPLINE
•LIMITED LITERATURE
Climate Literacy and Energy Awareness Network (CLEAN)
Conclusion
After analyzing our survey data it was concluded that the students who
participated in the NASA NICE Pre Service teacher training through the
semester were positively impacted. The Virginia Union University (VUU)
program has done an effective job exposing underserved students to STEM
related fields and practices. VUU will continue to support secondary students
and prepare them for the rigorous, yet engaging content of science, technology,
engineering and mathematics.
References
•Arendale, D.R. (2010). Best practices and models in learning assistance. ASHE Higher
Education Report 35(6), 87-104. Retrieved from Academic Search Premier database.
•Chickering, A.W. & Gamson, Z.F. (1999). Development and adaptations of the seven
principles for good practice in undergraduate education. New Directions for Teaching and
Learning, 80, 75-81. Retrieved from Academic Search Premier database.
•Freeman, R.B., (2005). Does globalization of the scientific/engineering workforce threaten
U.S. economic leadership? Cambridge, MA: National Bureau of Economic Research
•Frink (2013) NASA NICE Climate Change Education: Best Practices for Incorporating Climate
Change Pedagogy
Future Work
•To broaden participation to fellow religious institutions not limited to Minority
Serving Institutions.
•To utilize the next generation science standards for pre-service teachers
training.
•To provide additional trainings for faculty members at Minority Serving
Institutions with possibly including an Administrator from the institution.
Contact Information
E-MAIL: [email protected]
WEBSITE: WWW.KAIEMFRINK.COM
Acknowledgements
VIRGINIA
UNION
UNIVERSITY
NASA NICE NNX11AM97A