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|  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2018  \nGreen Space Based Learning Model for Repurposing Underutilized Green Spaces within School Campuses  \nRYAN LOCICERO  \nAmerican Association for the Advancement of Science (AAAS) Science & Technology (S&T) Policy Fellow  \nWashington, DC  \nAND  \nMAYA A. TROTZ University of South Florida Tampa, FL  \nABSTRACT  \nThe Green Space Based Learning (GSBL) is an educational model to mainstream green infrastructure within urban environments that builds on a long-term partnership between a Research I university, surrounding underserved community, and local school district with a portion being piloted through a federally funded Research Experience for Teachers (RET) program. The RET program provides an opportunity for graduate students and professors to share their field of knowledge with teacher participants in two intensive 6-week summer research experiences. This content knowledge is then translated by the participating teachers into grade specific lessons that support the development of interactive and sustainable green spaces within their school campus. Stakeholder groups participate in academic year components, bringing their expertise into the K-12 classroom. Ultimately, K-12 students are guided through the design/build of a green infrastructure improvement project, transforming an underutilized green space within their school campuses into a multi-use educational environment. Phenomenological based interviewing methods allowed RET participants to reflect on their experience and provide feedback on the impact that the GSBL had on them, their teaching, and their community. Participating teachers expressed improved pedagogical practices through their experience in the GSBL model across several thematic groups, including authentic research experience, contextualized learning, teacher’s contribution to research, practical applications to classroom, professional development, and green infrastructure awareness.  \nKey words: Human centered design, Green Infrastructure, Environmental engineering  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nGreen Space Based Learning Model for Repurposing Underutilized Green Spaces within School Campuses  \nINTRODUCTION  \nThe United States (U. S. ) has a positive public perception of the impacts that investments in science and technology has on the nations citizenry, economy, and environmental resources (OECD, 2016a) . However, the U.S. economic advantage and role in innovation and technology advancement is uncertain as K-12 students currently rank 48th in quality of mathematics and science education, 38thin mathematics, and 24th in science globally (World Economic Forum, 2012; OECD, 2016b) . To ameliorate this downturn, the federal government released a Five-Year Strategic Plan for Federal Science, Technology, Engineering, and Mathematics (STEM) Education to develop federal programs designed to improve instruction, sustain youth and public engagement, enhance experience of undergraduates, serve historically under-represented groups, and design graduate education for tomorrow’s STEM workforce (NSTC, 2013) . The 2016 Budget included a major new investment of $3.1 billion in federal programs in STEM education, seeking to advance a government wide goal to increase the number of well prepared college graduates with STEM degrees by 1 million over the next decade.  \nPreparing the next generation of critical thinking scientists and innovative engineers is essential given U. S. urban infrastructure is in dire need of improvement without adequate funding for system upgrades (ASCE, 2017) . Given the scope, the American Society of Civil Engineers (ASCE) estimates that a capital investment gap exceeding $240 billion over the next ten years exists for gray infrastructure for stormwater. Gray infrastructure in this context is defined as any traditional engineering-based method","cbCaie8bENemHD86","https://ap.wps.com/l/cbCaie8bENemHD86","pdf",4020069,34,"English","# Introduction\n## National STEM education context and federal initiatives\n## Infrastructure need and gray-to-green stormwater framing\n## Green infrastructure benefits and engagement opportunities","[{\"question\":\"What is the Green Space Based Learning (GSBL) model designed to do?\",\"answer\":\"GSBL integrates green infrastructure into urban environments by connecting university partners, underserved communities, and K-12 schools to support learning through green space improvement projects.\"},{\"question\":\"How does the Research Experience for Teachers (RET) program contribute to GSBL?\",\"answer\":\"The RET program offers two intensive 6-week summer research experiences where graduate students and professors share expertise with teacher participants, which teachers then translate into grade-specific lessons.\"},{\"question\":\"What kind of evidence does the document describe for evaluating GSBL’s impact?\",\"answer\":\"Phenomenological interviewing methods capture reflections from RET participants, including feedback on impacts to their experience, teaching, and the wider community, along with reported improvements in pedagogical practices.\"}]","Green Space Based Learning Model for Repurposing Underutilized Green Spaces within School Campuses | PDF",1792065855,86]