Natural Resources for Teachers

• What to expect
  Natural Resources for Teachers is primarily a field-based course and we will be spending most days outside exploring different learning possibilities.  Students should be able to walk at least 5 miles.  Portions of the course may be carried out over uneven terrain, often without a trail, and may include river crossings or other hazards depending on route and travel logistics. The course may require good physical condition and ability to perform in cold and/or inclement weather. Students must be prepared to spend long days in potentially harsh terrain, with a number of environmental concerns to mitigate, including: bears, mosquitos, wolves, rivers, weather, temperature, etc.
• What will you get
  A content-rich week immersed in classroom and field exercises to deepen teaching pedagogy. Teachers will walk away with lesson plans, resources, tools to fit the curriculum into a classroom or virtual learning environment, and examples of place-based lesson planning.
•  Why should you come
  • Gives teachers the ability to reconnect to and re-energize their passion for teaching.
  • Mixes classroom activities with place-based/outdoor activities, which asks the teachers to not only consider their curriculum, but to also consider their classroom
  • Collaborative workshop activities allow STEM teachers to meet and network with other educators who are living through the same experience
• Course Sample Schedule

  Day	Theme	Activities
  Day 1
  Day 2
  Day 3
  Day 4
  Day 5
  Day 6
  Day 7

Meet The Instructors

Dr. Amanda Glazier

Amanda came to PWSC from Haverford College outside of Philadelphia. There she was a Visiting Assistant Professor, teaching Marine Ecology, Population Genetics, Advanced Genetic Analyses, and Superlab. Prior to that she was a Research Assistant Professor and Postdoctoral Fellow at Temple University in Philadelphia. Her research has focused on population genetics, phylogenetics, and transcriptomics of deep-sea invertebrates, and she is broadly interested in using genetic tools to address evolutionary and ecological questions. Her research has spanned lab work, field work with five deep-sea research cruises, and bioinformatics and computational work. While all of these are important aspects of research and learning, in teaching, she deeply believes that experiential and field-based techniques are the best way for students to learn and develop a passion for environmental sciences and ecology. Her courses are developed as much in this context as possible, getting students outside and physically working with the topics instead of just sitting in a classroom. This may include part of the day in the field and part in the lab or working with an online database to experience different aspects of the subject. She is very excited to be in Alaska, developing courses in this context in such a unique, incredible environment.

Partners:

United States Department of Agriculture - National Institute of Food and Agriculture