Earth and Environmental Science Educator's Institute: Connecting Models and Evidence

Join us Wednesday, July 20, 2022 for an in-person workshop held in conjunction with the NSTA National Conference on Science Education in Chicago. The Earth and Environmental Science Educators' Institute provides professional development in the use of Model-Evidence Link (MEL) activities centered on current Earth science topics. These 3-dimensional (core ideas, practices, crosscutting concepts) instructional scaffolds facilitate critical thinking, evidence-based reasoning, construction of scientific explanations, and collaborative argumentation to support scientific reasoning within challenging Earth science topics. For more information about the use of MEL diagrams in the classroom, explore this website. This one-day institute is free, and a $1000 stipend to help defray travel expenses will be provided after institute requirements have been completed. Required participation includes pre-institute homework and webinar, full participation in the institute, and full participation in institute evaluations.

Required pre-institute webinar: Monday, June 13, 2022, 6:30 - 8 PM EDT

Two workshops will be held: one for in-service teachers and one for pre-service teachers. Applications are open to those currently teaching middle and high school Earth and Environmental Science and those planning to do so in the future. The workshops will be held in the Chicago Conference Center, The McCormick Place, West Building, 2301 S Indiana Ave., Chicago, IL 60616 from 9:00 AM to 4:00 PM on Wednesday, July 20, 2022.

COVID-19 Notice: All participants will be required to abide by any COVID-related restrictions such as, but not limited to vaccinations, testing, masking, and social distancing as prescribed by NSTA or the Institute venue.

Application Deadline: May 6, 2022. Applicants will be notified of a decision by May 13, 2022. Please contact if you have questions.

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In-Service Teacher Application

Pre-Service Teacher Application

Institute Flyer

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This institute is supported in part by the NSF under Grant No. DRL-1721041 and DRL-2027376. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the NSF's views.