Andy Anderson


Experience or expertise/projects of note:

Long-term interest in learning progressions for environmental science literacy.  Human Energy Systems in the Carbon TIME project focuses on global carbon cycling and how humans are affecting it.

Reasons I’m excited about this project:

I am particularly interested in (a) assessments using learning progressions, (b) working on helping students to understand how scientists analyze, quantify, and communicate about uncertainty and risk, (c) preparation for future learning, and (d) some ideas about PD–helping teachers manage school expectations around management, content, and grading.

Experience or expertise/projects of note:

lead Youth-focused Community and Citizen Science 10 cases in CA, also project on youth learning through natural history museum-lead CCS (NSF AISL), PI Our Forests in school elementary forest monitoring (NSF DRK-12) – all with Environmental Science Agency as a frame, middle and high school science teacher for 5 years, train secondary science teachers, teach participatory action research methods.

Reasons I’m excited about this project:

To see how ESA is getting applied to new contexts and really operationalized and built-upon and improved as a working concept! And how to actually design for the ESA goals. And to engage with all these climate change science and education experts.

Experience or expertise/projects of note:

Part of the NRC Framework Committee, co-chaired NRC Committee on assessing the NGSS, funded by NSF and foundations to develop assessments for the NGSS for classroom formative use at MS and ES, was part of a team funded by NSF focused on climate change education with emphasis on zoos and aquariums, PI of project leading to revision of AP bio, chem & physics curriculum frameworks and assessments.

Reasons I’m excited about this project: 

It’s really important and needed and it poses a number of real design and implementation challenges to come up with something that can work and is transportable/generalizable  across schools, districts and states.

Experience or expertise/projects of note:

My research has focused on climate messaging and communication that supports climate action. In particular, I investigate psycho-social factors such as social norms and networks. In addition, I was a secondary school teacher for 12 years and an informal environmental educator prior.

Reasons I’m excited about this project:

I think this project is seeking to create a curriculum that hits all the implications for practice that I have been arguing for in my research!  I am excited to see such important work come to fruition!

Experience or expertise/projects of note:

At both Cal Poly Pomona and BSCS Science Learning I worked on the STeLLA video based professional development approach  from its inception.

Reasons I’m excited about this project:

I am excited to see such a serious attempt to support climate change learning in ways that goes beyond just “the science.”

Experience or expertise/projects of note:

PI of place-based energy literacy NSF grant; Researcher on EPSCoRE grant for SSI student learning about localized changes due to climate change (at 10th grade, 6th grade,  and 3rd grade).

Reasons I’m excited about this project:

To see how it’s localized by teachers, to see students take up ownership of their learning in the unit and teach others about what they are learning.

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Climate Education Pathways is work supported by the National Science Foundation under Grant No. (DRL-2100808). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Image Credits: [Coho Salmon] – Oregon Department of Forestry, CC BY 2.0.      [Peaches] – Ivanna Kykla.     [Pine Nuts] – Dcrjsr, CC BY 3.0.      [Beetlekill and Healthy Trees] – UBC Micrometeorology, CC BY 2.0.      [Pika] – Tiziana Bardelli, CC BY-SA 4.0