Environmental Science - GIS/GPS

Discipline Group: 

Environmental Science

IEEE Integrated STEM Education 2016 Conference - Call for Papers

Overview: The 6th IEEE Integrated STEM Education Conference (ISEC ’16) is a premier conference, known for presenting cutting-edge research and experiences with integrated approaches to the study of science, math, and technology through experiences and activities based in engineering and other design disciplines.

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Association for Science Teacher Education 2016 International Meeting

The Association for Science Teacher Education (ASTE) promotes leadership and support for professionals involved in the education and development of teachers of science at all levels.  ASTE advances practice and policy through scholarship, collaboration, and innovation in science teacher education. The theme of the 2016 meeting is Forging New Trails towards 21st Century Science Education.  It takes place on January 7-9, 2016, in Reno, NV.

To register for the conference and/or view the conference schedule, visit:

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Expanding Geospatial Technology Career Development for High School Students Through Teacher Professional Development

Project Status: 

Active
30 educators learn to facilitate teacher workshops which enable 900 teachers nationwide to implement geospatial technology-integrated lessons with 27,000 6-12 grade students to increase 21st century skills, GST career awareness and engagement
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Northern Arizona University’s Center for Science Teaching and Learning and Geospatial Research and Information Laboratory Receive Special Achievement Award for Exceptional Application of Geospatial Technology

NAU’s Center for Science Teaching and Learning (CSTL) and Geospatial Research and Information Laboratory (GRAIL) were honored with a Special Achievement in GIS (SAG) Award at the 2015 Esri International User Conference in San Diego, Calif. This award acknowledges vision, leadership, hard work, and innovative use of Esri's geographic information system (GIS) technology.

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Professional Development Integrating Technology: Does Delivery Format Matter?

Abstract The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules.

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ITEST Projects Shine in the NSF 2015 Teaching & Learning Video Showcase

In May 2015, seventeen ITEST projects presented videos in the 2015 National Science Foundation Teaching and Learning Video Showcase. Organized by TERC, the showcase contained 112 videos produced by NSF-funded projects associated with one of these resource centers: ARC, CADRE, CAISE, CIRCL, CS10K, MSPNet, and STELAR.

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Engaging Youth in Expanded STEM Career Pathways through Clean Energy Literacy Development

Project Status: 

Active
Over 300 students per year in urban East Bay communities, grades 9 and 10, are engaged in bridging clean energy science investigations within their community with development programming skills.
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GIS/T Resources and Applications for Career Education (GRACE)

Project Status: 

Expired
Five thousand explorers, 2,500 investigators, 300 interns and 120 teachers will receive GIS/T training, integrate GIS/T in teaching and learning in STEM and social studies, and apply GIS/T to solve real-world problems.
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Advancing Geospatial Thinking and Technologies in Grades 9-12: Citizen Mapping, Community Engagement, and Career Preparation in STEM

Project Status: 

Expired
Forty urban students in grades 9-12 engage in citizen mapping of community challenges with geospatial technology to enhance their skills and awareness of STEM-related careers, resulting in curriculum piloted at urban, suburban, and rural schools.
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Building Engagement With Technology-Enhanced Local Learning

 Drawing on a multi-year research and development program, the authors report on the promise of integrating locally-focused student investigations with ubiquitous access to advanced technologies. By doing this, students are better able to see the relevance of STEM skills and knowledge as they work to improve their local communities. Specific program examples cited show the paradigm as it has been implemented with upper elementary and middle school students. Contrasting examples show challenges in implementation.

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