Educators are seeking ways to demonstrate how society can plan for solar-powered communities and cities. One way of increasing awareness of how a transition to solar energy can lead to economic, civic, and cultural transformations is through short science fiction stories, essays and visual art that explore the possibilities of just and equitable energy futures.
Sustainable environments are critical in ensuring safe environments. Arizona State University’s new Regional Center of Expertise in Sustainability Education, granted by the United Nations, is building out initiatives in support of sustainability and education throughout the greater Phoenix metropolitan area. The RCE Greater Phoenix was developed in collaboration with ASU’s Mary Lou Fulton Teachers College and RCE is one of the educational arms of ASU’s Julie Ann Wrigley Global Futures Laboratory.
The pandemic accelerated experimentation and adoption of various educational models, generating large amounts of data and insight into new designs and best practices. There is a need and opportunity to capture and evaluate this vast amount of information in order to deepen and sustain the innovative work of schools, school districts and education-focused organizations.
The Center for Reinventing Public Education, or CRPE, housed at Arizona State University’s Mary Lou Fulton Teachers College, produced a case study in July 2022 on Learning Hubs implemented by The Oakland REACH
Supporting data science education is important to encourage self-sustaining and self-fulfilling careers in the Arizona economy. In order to achieve this goal, the region would benefit from a comprehensive vision and consensus around defining data science in relation to diverse math learning pathways in K–12.
Scholars and practitioners are interested in how Hispanic Serving Institutions (HSIs) can intentionally serve minoritized students. In particular, there is a need to reach a wider range of students who are taking courses in science, technology, engineering and mathematics (STEM). One possible approach to strengthening pathways in these subject areas is through the integration of identity-affirming methodologies in biology courses.
The Department of Defense (DoD) Office of the Under Secretary of Defense for Research and Engineering (OUSD(R&E)) seeks innovative applications on mechanisms to implement and research the effectiveness of STEM education, outreach, and/or workforce initiative programs, here onto referred as STEM activities.
Evidence for Action (E4A), a national program of the Robert Wood Johnson Foundation, funds research that expands the evidence needed to build a Culture of Health, with an explicit emphasis on advancing racial equity. We recognize that achieving racial equity is not possible without a focus on the foundational and structural drivers of health, often referred to as the social determinants of health (e.g., housing, education, built environment, economic opportunity, law enforcement, and others).
The pandemic prompted many schools and organizations to expand learning experiences beyond in-person environments to online and hybrid modalities. In response, researchers and instructors are seeking applicable methodologies that can encourage deeper, more interactive learning experiences across a wider range of learning platforms.
In an article published by Kappan magazine, R. Lennon Audrain, teacher and Gregory Mendez, principal — both with Skyline High School in Mesa, Arizona — write that many students who enter career and technical education programs for future educators do not go on to study education.