TEMPLATE DESIGN © 2008

www.PosterPresentations.com

Virginia Union University STEM Education for Pre Service Educators

Abstract Lessons Learned Conclusion

Future Work

Contact Information

Best Practices

NASA NICE NNX11AM97A

1Kaiem Frink, 3,4 Aamir Rasheed, 2 Paula Crawford, 1Kalota Stewart Gurley, 4 Ervin Howard,1Department of Mathematics Virginia Union University, 2 School District of Philadelphia, 3 SC Philly Fund, 4 Elizabeth City State University

Acknowledgements

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.

Encourage Student-Faculty Interactions

Promote active learning (social interaction)

Respect diverse talents and ways of learning

High expectations by learners (extra effort)

Promote prompt feedback to students

Increase time and task to increase higher outcomes

E-MAIL: kaiem_frink@hotmail.comWEBSITE: WWW.KAIEMFRINK.COM

Climate Literacy and Energy Awareness Network (CLEAN)

•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

References

VIRGINIA UNION

UNIVERSITY

Using technology-based delivery systems with moderation

Introducing activities based on appropriate learning theories

Cooperative and Collaborative learning activities

Seven Principles for Good Practices

The presentation of best practices should serve as a direct indicator to address pedagogical needs to include climate education within K-12 curriculum.

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 nationallyto incorporate climate education lessons.

•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.

After analyzing our survey data it was concluded that the students whoparticipated 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.

CHALLENGES

•ADMINISTRATION COMMUNICATION

•DIVERSITY OF ADMINISTRATION BACKGROUND

•TRUE UNDERSTANDING OF SCIENCE AND CLIMATE CHANGE

•DEPARTMENT, SCHOOL AND UNIVERSITY GOALS ALIGNMENT WITH NASA NICE GOALS

•TIME ALLOTMENT FOR COURSES

•TECHNOLOGY RESOURCES

•NEXT GENERATION SCIENCE STANDARDS

•LOCAL POLITICAL PARTY

•FACULTY BUY IN

UNDERMINING

FACULTY INCLUSION AMONGST DISCIPLINE

•LIMITED LITERATURE

(Chickering & Gamson 1999)