Dr Lauren B Birney
Pace University, New York City, Executive Director, The STEM Collaboratory at Pace University New York City ®
Dr. Lauren Birney receives Exemplary Grantsmanship Award at Pace Faculty
Recognition Ceremony School of Education professor, Dr. Lauren Birney was the recipient of the Exemplary Grantmanship Award at the Pace University Faculty Recognition Ceremony. Dr. Birney serves as principal
investigator securing $10 million in National Science Foundation grants to develop an
environmental science curriculum for underserved NYC Middle Schools, in collaboration with the
New York Harbor School and the Billion Oyster Project (DRL 1430869, DRL 1759006, DRL
1839656).In total over the past three years, the Billion Oyster Project Curriculum and Community Enterprise
for Restoration Science student curriculum and teacher training have been implemented in
approximately 23% of NYC public middle schools, reaching more than 156 educators and 7,900
students directly. BOP-CCERS is a fully scalable and transferable model, adaptable to all American
school districts. In all settings of the proposed phase four initiative, the primary beneficiary group
will be NYC public school students who live in high-poverty neighborhoods and are traditionally
underrepresented in the STEM fields, including African Americans, Latinos, English language
learners, and children from economically disadvantaged households.
Implementation of the BOP-CCERS Model over the past six years affirms previous research findings
demonstrating that STEM teaching and learning is enhanced when students practice authentic
science inquiry and field research with direct social-environmental outcomes. When learning takes
place exclusively in the classroom without real-world problem solving, physical engagement, and
authentic datasets, students report less confidence and demonstrate fewer technical capacities
deemed essential for success in STEM careers. This effort is also linked to research studies showing
that students who have the opportunity to apply networked computing principles in everyday STEM
curriculum tend to increase critical thinking and logical analysis skills throughout the course of the
school year. This exposure further increases students’ motivation levels toward STEM careers and
results in measurable improvements in readiness for a wide range of technical positions within the
digital economy. BOP-CCERS also validates that with the appropriate application of technical
infrastructure, intensive teacher training, and curricular scaffolding, socially connected science
learning can be mainstreamed in the nation’s largest urban school system. Total funding for these
projects is $10 million/Pi Lauren Birney (NSF 1440869, NSF 1759006, NSF 1839656).
Phone: 212 3461889
Address: One Pace Plaza, New York, New York 10038
Recognition Ceremony School of Education professor, Dr. Lauren Birney was the recipient of the Exemplary Grantmanship Award at the Pace University Faculty Recognition Ceremony. Dr. Birney serves as principal
investigator securing $10 million in National Science Foundation grants to develop an
environmental science curriculum for underserved NYC Middle Schools, in collaboration with the
New York Harbor School and the Billion Oyster Project (DRL 1430869, DRL 1759006, DRL
1839656).In total over the past three years, the Billion Oyster Project Curriculum and Community Enterprise
for Restoration Science student curriculum and teacher training have been implemented in
approximately 23% of NYC public middle schools, reaching more than 156 educators and 7,900
students directly. BOP-CCERS is a fully scalable and transferable model, adaptable to all American
school districts. In all settings of the proposed phase four initiative, the primary beneficiary group
will be NYC public school students who live in high-poverty neighborhoods and are traditionally
underrepresented in the STEM fields, including African Americans, Latinos, English language
learners, and children from economically disadvantaged households.
Implementation of the BOP-CCERS Model over the past six years affirms previous research findings
demonstrating that STEM teaching and learning is enhanced when students practice authentic
science inquiry and field research with direct social-environmental outcomes. When learning takes
place exclusively in the classroom without real-world problem solving, physical engagement, and
authentic datasets, students report less confidence and demonstrate fewer technical capacities
deemed essential for success in STEM careers. This effort is also linked to research studies showing
that students who have the opportunity to apply networked computing principles in everyday STEM
curriculum tend to increase critical thinking and logical analysis skills throughout the course of the
school year. This exposure further increases students’ motivation levels toward STEM careers and
results in measurable improvements in readiness for a wide range of technical positions within the
digital economy. BOP-CCERS also validates that with the appropriate application of technical
infrastructure, intensive teacher training, and curricular scaffolding, socially connected science
learning can be mainstreamed in the nation’s largest urban school system. Total funding for these
projects is $10 million/Pi Lauren Birney (NSF 1440869, NSF 1759006, NSF 1839656).
Phone: 212 3461889
Address: One Pace Plaza, New York, New York 10038
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