Educational Shifts
STEM Environments in Secondary Education Sustainability Programs: A Case Study on the Application of AgroLab Framework
Paper Presentation in a Themed Session Dr. Ray Wu Rorrer
This illustrative case study details the evolution and continued progression of multiple, non-traditional STEM learning environments at an urban secondary school campus. These environmental-focused ecosystems support integrated STEM learning by aligning with the United Nations Sustainable Development Goals. By providing direct application of sustainability practices in STEM education through student projects and school courses/activities, the review calls attention to broader issues and topics related to environments supportive of STEM learning. The AgroLab Uniandes model emerged from an initial review of models, programs, and projects by the key stakeholders of the Falls Church City Public School’s (FCCPS) sustainability program in fall 2019. The AgroLab Uniandes was implemented in the FCCPS Academy for Sustainable Thinking during fall 2022. The model served as a framework to streamline efforts of the new and existing environmental science, energy, and design programs under the umbrella of an urban agriculture program focused on sustainability within the city’s public schools and the adjoining community. The results of the case study found that students in the FCCPS sustainability program are developing deeper understandings of urban agriculture and environmental science each subsequent year through multiple, intentional experiences. Those experiences combine their classroom instruction with project-based activities in the school’s aquatic education facility, the vivarium (indoor greenhouse) facility, the school gardens (pollinator, native plants, food production), and living labs (water retention area designed ecosystems). Multiple exhibits are presented of the student experiences within the educational facilities.
Promoting Resiliency through Governance, Education, and Citizenship
Paper Presentation in a Themed Session Ramona Madhosingh-Hector, Monica Wilson, Carrie Stevenson, Holly Abeels, Alicia Betancourt
A team of Florida Extension faculty engaged in a community resiliency project centered around the 2022 Community Disaster Resilience Zones (CDRZ) Act intended to reduce the impacts of climate change and natural hazards. Across Florida, Extension faculty are embedded in all 67 counties, serve as neutral brokers of research-based information, and are well-known by grassroots and grasstop organizations. The Federal Emergency Management Agency (FEMA) initially designated a total of 32 CDRZ sites in Florida, and Extension faculty across five Extension districts worked with national, regional, and state partners to act as Climate Navigators. Led by the Geos Institute, the Navigators connected with CDRZ communities, provided resources, assessed resiliency efforts using national tools and frameworks, and identified ongoing and complementary community efforts. Navigators collected intake data, connected with technical service providers, participated in cohort trainings with other states, and contributed to measurement frameworks. The CDRZ project offered community leaders an opportunity to address challenges associated with natural hazards relating to economic loss, increased infrastructure costs, at-risk, and in-need communities. The under-resourced CDRZ tracts may experience lack of capacity (i.e., staff, finances), lack of community proactivity and readiness, and changes in political will. The CDRZ Act supports a range of engagement across public and private sector partners, as well as philanthropic organizations, to enable communities to strengthen resiliency outlooks at a local level. Insights gained from this work will be invaluable in other communities and offers important lessons for addressing and supporting under-resourced communities in building resiliency at a local level.
Pioneering Equity - Harnessing XR for Clean Career Development among Black Learners: Hybrid Pre-apprenticeship Curriculum in Energy and Sustainable Agriculture
Paper Presentation in a Themed Session Rohana J. Swihart
A pioneering initiative aimed at cultivating equity by harnessing Extended Reality (XR) technologies to facilitate clean career development among Black learners. Focused on a hybrid pre-apprenticeship curriculum in energy and sustainable agriculture, this initiative addresses systemic disparities in access to education and employment opportunities. The pre-apprenticeship program is designed to empower Black learners by providing immersive XR experiences that bridge the gap between traditional classroom instruction and real-world applications in clean industries. By integrating XR simulations with hands-on learning activities, the curriculum offers a dynamic and engaging approach to skill development tailored to the needs and aspirations of Black communities. Key components of the curriculum include interactive XR modules covering topics such as renewable energy systems, sustainable farming practices, and environmental stewardship. These modules are complemented by experiential learning opportunities, mentorship programs, and career guidance services to support learners throughout their journey. The initiative seeks to cultivate a diverse and inclusive workforce equipped with the knowledge, skills, and confidence to thrive in the emerging green economy through this innovative approach. By pioneering equity through XR-enabled clean career development and culturally diverse mentors, we create pathways to success for Black learners and contribute to a more sustainable and harmonious future.
