Hi Laura,

Thanks for checking out our project! Although we didn't specifically examine students' identities in relation to science during this study, we do have focus group data that speaks to how students' perceptions of enduring global challenges evolved overtime in relation to their sense of community identities.

Early in our development of the PBI Global process, we recognized that students (particularly students in the United States) might fall into the trap of "othering" these enduring global challenges, seeing them as issues that individuals and communities in lower- and middle-income countries face. One of the reasons that we decided on the UN Sustainable Development Goals as the content focus for PBI Global is the Global Goals' grounding in the understanding that all people, communities, regions, countries, etc. are called to address these issues in order for sustainable and more equitable development to take place.

Appreciate the dialogue,

Marie

Hi Rebecca,

Great to connect with you! Just had the opportunity to watch your video and see how you are cultivating data literacy with students to address social justice issues. Like your project, a feature of PBI Global is moving students from inquiry to action. One of the components of the project that the teachers at Person Early College were really passionate about working on this past year was supporting students in analyzing and visualizing data to develop more robust responses to their compelling questions. Students collected and analyzed their own data through the water filter and testing lab and also accessed secondary data on sites like Gapminder to add nuance and complexity to their inquiry findings. CODAP was utilized by the teachers and students at Person Early College, as well!

Thanks for stopping by,

Marie

Hi Daniel,

Appreciate your feedback and question!

Yes, students connected their work locally and globally in at least four additional ways.

One of the benchmark lessons that students engaged in as part of their inquiry was to build and test water filters. The water samples for testing were gathered from a number of local water sources. Students tested the samples for a variety of mineral deposits and potential contaminants. Once the findings were synthesized, students engaged in discussions about why the water samples might be presenting with specific characteristics and how the characteristics of samples might vary in other community contexts -- both local and global.

A second benchmark lesson engaged students in reading "A Long Walk to Water" by Linda Sue Park and analyzing images depicting water and sanitation challenges across the globe, as well as in North Carolina. As part of their multimodal text analyses, students compared the characteristics of water and sanitation challenges across local and global community contexts and how these challenges can be addressed through the targets set forth in UN Sustainable Development Goal 6: Clean Water and Sanitation.

A third benchmark lesson highlighting local and global connections on water and sanitation with students was the opportunity to hear from and ask questions of Dr. Francis de los Reyes, head of NC State University's WaSH Cluster. Dr. de los Reyes specializes in community-embedded engineering design solutions for sustainable waste management. Students were able to learn about Dr. de los Reyes's innovations in the field of waste management, how local culture and community inform his engineering design decisions, and what the future of sustainable waste management might look like.

Additionally, as part of the walk for water, each student collected and carried two gallons of water that were then donated to the local food pantry.

Thank you for the thought-provoking question! It was helpful for me to make explicit these local/global connections through PBI Global.

~Marie

I'd like to add to Marie's synopsis:  We also participated in a global outreach charitable effort through the "Iron Giraffe Challenge" for the organization Water for South Sudan.  This was our 4th year supporting this cause, which uses our donations to dig small bore wells for villages in need of fresh water in Southern Sudan.  This connected directly to our reading of Mrs. Park's novel and allowed the students to explore the real world global impact of the water crisis and what efforts can be taken to overcome them.

Thank you, Steve!

Viewers - Steve (featured in our video) is one of the incredible educators doing the on-the-ground PBI Global work at Person Early College for Innovation and Leadership.

Thank you, Steve, for weighing in. We appreciate our partnership teachers and students at Person Early College for Innovation and Leadership. Go team!

Hi Sally,

We administered Brett Jones's (2009) MUSIC® Inventory with students before and after engagement in PBI Global. The MUSIC® Inventory measures the five key components of the MUSIC® Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring.

Citation: 

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.

Thanks,

Marie

Hi Chandra,

Thanks for viewing our PBI Global video! 

Dr. Spires and our team have been engaging in PBI Global with educators and students for over a decade. One of our processes when working with educators on PBI Global is to engage in dialogue during project planning to better understand how this process can be embedded in each school context. Since PBI Global focuses on cross-cutting, interdisciplinary challenges enshrined in the UN Sustainable Development Goals, we advocate for interdisciplinary teacher teams to co-plan and co-implement this project with students.

With Person Early College (PECIL) specifically, they have a first year seminar class that creates the structure within the school for co-teaching and co-planning. PBI Global is situated within this course during the spring semester; however, teachers across the disciplines (i.e., science, math, history/social studies, English, and Spanish) at PECIL have organized their curricular maps for the year so that the content being taught in those classes while PBI Global is going on support and amplify the students' inquiries.

We actually begin co-planning with the PECIL teachers the summer prior to each spring's PBI Global (e.g., for spring 2023, we'll begin planning in summer 2022) and engage in regular check-in sessions throughout the fall prior to the project's launch in spring.

Our team published the article "Water and Sanitation: An Interdisciplinary Project-Based Inquiry Global Process" in The Science Teacher that digs into the planning and organization of an interdisciplinary PBI Global in greater detail. Please check it out and let us know if you have any additional questions!

With gratitude,

Marie

Thank you for answering the question and I look forward to checking out the article you provided! Your project is amazing!

Thank you, Sarah!

I see many common principles guiding PBI Global and TL4CS, e.g., recognition that uptake is tied to explicit curricular connections and striving for teaching and learning with students that is more authentic, community-embedded, interdisciplinary, and inquiry-driven. Appreciate you stopping by and checking out our project.

With gratitude,

Marie

Thank you, Sarah!

Hi Jessica,

As we are of yours! The intentionality behind the design and language used in the ModelME curriculum and Dream2B game are very aspirational to us -- asset-based, proleptic, and generative. This type of framing is something with which we strive to be more intentional during PBI Global, particularly when it comes to examining enduring global challenges across diverse community contexts with US-residing students and educators. Thank you for visiting our project page and engaging in dialogue with us.

With gratitude,

Marie

Thank you Jessica!

Hi Ravanasamudram,

Yes, Hiller has been engaging in PBI for over a decade and PBI Global since 2015. Please check out our past PBI Globals here. We also have an upcoming PBI Global showcase on May 17/18 with the students and educators at Wake Early College of Health and Sciences that is focused on SDG 3: Good Health and Wellbeing. If you are interested in coming to see the showcase, we would love to have you. I'd be happy to share the details!

Thanks,

Marie

Gerald, your father seems like a wise visionary, I imagine that is true in some areas of the world at this moment in time and will be a concern for many more nations years from now. There is definitely a global need for  affordable solutions provide easier access to clean water. Thanks for stopping by.