Food, Energy, and Water Community Science Data Talks

Tuesday, February 25, 2025
11 am - 12:30 pm Pacific | 12 - 1:30 pm Mountain | 1 - 2:30 pm Central | 2 - 3:30 pm Eastern

Facilitators

Imogen Herrick, Assistant Professor of STEM Education, University of Kansas
Shondricka Burrell, Assistant Professor, Science Education , Advanced Studies, Leadership & Policy, Morgan State University
Todd Campbell, Department Head and Professor, Neag School of Education, University of Connecticut

Description

To bring FEW-Nexus-based education into K-12 settings where teachers are new to these topics, project team members from the University of Kansas, University of Connecticut, Morgan State University, and Kansas State University worked to design a series of place-based and justice-centered FEW Community Science Data Talks (CSDTs). The workshop's objective is to share the FEW CSDTs and inspire others to consider ways to bring FEW-Nexus-based education into K-12 settings through CSDTs. During the workshop, you will first learn about the theoretical and pedagogical foundations of CSDTs, including the intentionality behind planning for CSDTs to tell a data story, variations on facilitation in K-12 settings, and how CSDTs are primed to bridge and complexify FEW-Nexus community-based challenges. Next, the project team will share three FEW data stories developed and implemented with teachers and students across three states: Kansas, Connecticut, and Maryland. Finally, we will share lessons learned from design and implementation, resources, and vision for the next steps.

Logistics

Register by Monday, February 24, 2025
Duration: 90 minutes
Format: Presentations will take place through a Zoom Meeting screen-sharing session. The virtual workshop will be recorded.
Accessing the Virtual Workshop: Instructions for joining the virtual workshop will be emailed to participants the day before the event.
Code of Conduct: Participants in all NC-FEW meetings and events are expected to abide by the NC-FEW Code of Conduct, which applies in all venues, events, and on-line forums associated with NC-FEW. Please read the full Code of Conduct Policy for details.
Questions? Please contact Rory McFadden (rmcfadden@carleton.edu) if you have any questions about this event.

Presenter Bios

Dr. Imogen Herrickis an Assistant Professor of STEM Education in the School of Education and Human Sciences at the University of Kansas. She focuses on two critical challenges in STEM education: how to integrate students' identities, communities, and experiences into their STEM learning and how to foster collaboration between students, teachers, and communities to address local environmental justice issues. Her approach involves exploring the intersection of emotion, place, and justice within STEM education, using participatory methods like photovoice. In her dissertation, she examined the effectiveness of Community Science Data Talks, a unique combination of pedagogy and methodology that bridges critical pedagogies with engagement research. She recently received an Early Career Grant from the American Psychological Association Division 15 to expand her work with students using photovoice to learn about and cope with climate change. Her experiences as an agricultural biotechnologist and National Board Certified Science Teacher with 12 years of experience in public, private, and international K-12 settings shape her approach to educational research.

Dr. Shondricka Burrell is an Assistant Professor in science education in the Department of Advanced Studies, Leadership & Policy in the School of Education and Urban Studies, at Morgan State University. Dr. Burrell is a socio-cognitive researcher applying both quantitative and qualitative analytical methods to the study of science teaching and learning. With advanced degrees in the geosciences and curriculum and instruction, Dr. Burrell's research agenda includes: transformative learning experiences, science interest development, self-efficacy, Earth science and geoscience education, environmental justice, and science for social justice. Dr. Burrell is committed to designing and developing equitable science learning experiences.

Dr. Todd Campbell is the Department Head of Curriculum and Instruction and a Professor of Science Education in the Neag School of Education. His research focuses on cultivating imaginative and equitable representations of STEM activity. This is accomplished in formal science learning environments through partnering with pre-service and in-service science teachers and leaders to collaboratively focus on supporting student use of modeling (i.e., explanatory; complex systems modeling) as an anchoring epistemic practice to reason about events that happen in the natural world and solve local problems of community consequence. This work extends into informal learning environments through a focus on iterative design of informal learning spaces and equity- and justice-focused STEM education research. He is the outgoing Co-Editor in Chief of the Journal of Science Teacher Education and active in national and state-level systemic STEM improvement efforts.

Dr. Michael Lawson is a Teaching Assistant Professor of Mathematics Education in the Department of Curriculum and Instruction at Kansas State University. His current research focuses on understanding and supporting in- and pre-service teacher visioning for math and STEM instruction, along with developing and understanding justice-centered STEM routines that support teacher learning. Dr. Lawson's previous roles include high school mathematics teacher and secondary instructional coach in Knoxville, Tennessee, and post-doctoral fellow at the University of Southern California. He is currently the Vice President of the Kansas Association of Mathematics Teachers.

Katherine Mack is a Graduate Assistant and PhD student in the Department of Curriculum and Instruction at the University of Connecticut, with a concentration in Elementary Education. Her research focuses on advancing equitable and effective practices in mathematics education, particularly in cultivating mathematical reasoning and writing as integral components of student learning. She is a former elementary school teacher with extensive experience in mentoring pre-service teachers and implementing curriculum. At UCONN, Katherine has contributed to grant initiatives and serves as an instructor for foundational education courses while continuing to pursue her goal of informing education policy and program development through her scholarship.

Meredith Bittel is a Ph.D. candidate in Educational Policy Studies at the University of Kansas. With an M.S. in architectural engineering, she began her career as a professional engineer in Seattle and Kansas City before serving as a Peace Corps education volunteer in Guinea, West Africa. Her professional and global experiences inform her research, which focuses on equity and justice at the intersection of globalization, development, and science education policy. Meredith's dissertation employs participatory methodologies and decolonial theory to explore teachers' perceptions and lived experiences of science education in Jamaica, and the connections and disconnections to global policy frameworks. Her work highlights the importance of local knowledge in shaping science education policies and practices. Beyond her dissertation, Meredith's research explores diverse topics related to equity and justice in science education, including newcomer/refugee education, science and society, and climate change education.

Ethan Reiter is an undergraduate student at the University of Kansas dual majoring in history and secondary education. His past research focuses were on historical memory, the social creation of race, and educational strategies that supply students with the proper self-efficacy needed to address injustices in their immediate environment and community. In 2024, he won the Teacher of Promise Award and the Culturally Relevant Research Award in due part because of the cultural responsiveness and historical connections he seeks to introduce to classrooms.