14:25-15:15 | Hawaii Standard Time (UTC-10)
Saturday Live Stream Session 2: Room B Session Topic: Learning Experiences, Student Learning & Learner Diversity Session Chair: Sarah Louise Birchley 59282 14:25-14:50
LEEDing the Way: The SUNY Green Building Experiential Learning Collaborative Mark Bremer, SUNY Polytechnic Institute, United States Paul Crovella, SUNY College of Environmental Science and Forestry, United States Rachel Kornhauser, SUNY Oneonta, United States Zhanjie Li, SUNY Polytechnic Institute, United States Alex Poisson, SUNY College of Environmental Science and Forestry, United States Farzaneh Soflaei, SUNY Oneonta, United States
Recognizing the need for students to earn professional sustainability credentials and the desire for our higher education institutions to operate their facilities as sustainably as possible, we launched the project in 2018 at three SUNY campuses: Poly, ESF, and Oneonta. New green building courses were created, including courses for online delivery, incorporating experiential learning components based on the LEED Lab model and leading to LEED GA accreditation for students. Courses revolve around explaining the LEED series principles, and then involving students in LEED Operations and Maintenance certification of campus buildings. In addition to student workforce development goals, we are encouraging professional development among our staff and faculty by providing industrypreferred LEED training. In this session, we will share lessons learned from our three campus collaborative. Topics we will address include the advanced preparation required, course development, course delivery, results after the first year, and student feedback on their experiences. Discussion will include key considerations for project sequence and scheduling, advice to ensure campus staff and administrative buy-in, hurdles for certification that may be encountered, and differences between LEED v4 and the new performancebased LEED v4.1. The intent of the project is for the courses to become self-sustaining, and for the model to be replicable and scalable to other campuses. Participants will be provided materials to help them better evaluate the opportunity for implementation of similar efforts on their campuses. This presentation addresses United Nations Sustainable Development Goals 8 and 11. 59361 14:50-15:15
Project STEMulate: Student and Teacher Uptake of Problem-Based Learning Increases Underserved Youth Participation in STEM Careers David Reider, Education Design, Inc., United States Nanasi David, University of Hawaii, United States Nahid Nariman, Transformative Inquiry Design for Effective Schools and Systems (TIDES), United States
The goal of Project STEMulate, a National Science Foundation ITEST study (# 1657625), is to develop, implement, and evaluate a program that fosters success for underserved and underrepresented high school students. The project was implemented at three sites of the Department of Education Upward Bound Program in Hawaii. Project STEMulate delivers teacher training and Problem-Based Learning curriculum to ensure students are motivated and empowered, and to support STEM-related postsecondary educational success of Hawaiian and Pacific Islander students. A critical design goal of the program was to introduce teaching and learning strategies and processes that were more relevant to underrepresented youth populations than those engaged in their typical high school context to offer opportunities and increase their participation in the STEM study and career trajectory, something all too often out of mind and scope of these students. This presentation will report on three years of summer academy data (mixed methods) that includes both student and teacher learning outcomes. Analyses demonstrated that student gains in career decisions and knowledge of wider STEM career opportunities correlates with teacher gains in Problem-Based Learning and student-centered learning professional development shifts. Further, teacher dispositions, evidenced through data from interviews, observations, and multi-point surveys improved in a majority of the dimensions, including teaching inquiry-based approaches, integrating technology, and STEM career knowledge and awareness. Finally, we will discuss the larger implications of extending this work to positively impact similar populations elsewhere of isolated, under-resourced and under-exposed youth with these proven strategies.
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