Abstract Detail

Education and Outreach

Nepal, Madhav [1], Browning, Larry [2], Miller, Matthew [2], Vestal, Sharon [2], White , P. Troy [2].

Teaching Modules for 7-12 Science/Agriculture Educators through I-LEARN Professional Development Workshop.

Science Teacher shortage is one of the most prominent challenges rural school districts are facing. Immersive Learning Experiences And Rural Networking (I-LEARN) is a teachers' professional development workshop created by interdisciplinary faculty at South Dakota State University. The interdisciplinary team of faculty organized a 3-day workshop in each of the summers of 2017 and 2018. Forty-one science and agriculture education teachers were engaged to explore best practices in teaching science and agriculture with a focus on climate change issues. The participant teachers have established a successful networking and collaboration with the university faculty scientists at South Dakota State University. The summer workshops, collaboration and networking resulted in the development of several teaching modules useful for both science and agriculture educators. Some of the teaching modules are already published in "ILEARN Teaching Resources"(https://openprairie.sdstate.edu/usda-ilearn_resources/) published by Open Prairie, an open access institutional repository of South Dakota State University. At our presentation, we will discuss the PD workshops focusing on the processes of teaching module development, classroom implementation and dissemination.

1 - South Dakota State University, Biology And Microbiology, McFadden Biostress Laboratory, South Dakota State University, Brookings, SD, 57007, United States
2 - South Dakota State University

Teacher Shortage Issues
Teacher Professional Development Workshop
Next Generation Science Standards
Climate Change ScienceĀ 
Agriscience curriculum.

Presentation Type: Oral Paper
Session: EO2, Education and Outreach I: Outreach & Pedagogy
Location: Virtual/Virtual
Date: Thursday, July 30th, 2020
Time: 10:15 AM
Number: EO2002
Abstract ID:666
Candidate for Awards:None

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