Dr. Amy E. Green is a two-time alumnus of the University of Maryland with a B.S. in Elementary Education and a Ph.D. in Science Education. Her work is grounded in innovations in science and STEM education for the 21st century. This includes prioritizing culturally responsive and inclusive computational thinking, computer science, and sustainability literacy in student and teacher education. As such, the elaboration of computer science, especially for emerging multilingual students, is a primary research interest for Dr. Green.

Dr. Green is also deeply dedicated to culturally responsive pedagogies and anti-bias education practices, seamlessly integrating these principles into both their teaching and research. She actively explores the impact of incorporating non-traditional epistemologies into science, STEM, and sustainability education. This exploration encompasses the study of Indigenous perspectives within ecological sciences and an examination of the impact of epistemological pluralism on teachers' professional practice.

Dr. Green currently serves as the Director of the Center for Science and Technology in Education (CSTE) where she coordinates and oversees innovations and partnerships to advance teacher education in science, technology, and STEM. This includes coordinating the M.Ed. in STEM Teacher Leadership program, which was established in 2015 to support in-service elementary and middle school teachers to advance STEM leadership in school communities.

 

  • O’Neil, J. M., Newton, R. J., Bone, E. K., Birney, L. B., Green, A. E., Merrick, B., ... & Fraioli, A. (2020). Using urban harbors for experiential, environmental literacy: Case studies of New York and Chesapeake Bay. Regional studies in marine science, 33, 100886.
  • Breslyn, W., & Green, A. E. (2022). Learning science with YouTube videos and the impacts of Covid-19. Disciplinary and interdisciplinary science education research, 4(1), 1-20.
  • 2023 - 2026: “Thirteen Moons: Indigenous Knowledge and Culturally Responsive Pedagogies for Conservation, Sustainability, and Stewardship”
    • Sponsor:  National Oceanic and Atmospheric Administration (NOAA) Bay Watershed Training (B-WET) grant
    • Description: The goal of this project is to directly address the Engage Communities, Environmental Literacy goal of the Chesapeake Bay Agreement, and enhance the environmental literacy and stewardship behaviors of Maryland students. This project will expand and enhance regional capacity-building efforts for environmental literacy, sustainability, and climate change education inclusive of Indigenous people in the Chesapeake region by establishing a new partnership network of University of Maryland teaching and learning researchers, Ohio University biologists, the Accokeek Foundation, Piscataway Conoy tribal members, teacher educators, curriculum specialists, and environmental literacy experts as well as school district leaders, classroom teachers, and nonformal environmental educators. The primary focus of this team will be to develop a framework of guiding principles for developing culturally responsive MWEEs that leverage Indigenous Knowledge to foster personal connections with local environments and develop strong, sustainable stewardship ethics. The team will develop this model by the design, pilot, and assessment, a curricular unit relevant to the existing Terrapins in the Classroom partnership program in Prince George’s County Public Schools 8th-grade science curriculum.
    • Partners:
      • Prince George’s County Public Schools (PGCPS) NCES District ID: 2400510
      • The Accokeek Foundation
      • Piscataway Conoy Tribal members
      • Maryland Sea Grant
      • Maryland Environmental Service
      • Ohio University
  • 2022-2025: “C-STEM for sustainability: Leveraging a research-practice partnership to design a high-quality professional learning model for integrating computer science into K-8 STEM classrooms”
    • Sponsor: National Science Foundation (NSF): Computer Science for All (CSforAll: Research and RPPs)
    • Description: Our multidisciplinary RPP team of educators, researchers, and content specialists will investigate and address problems of practice related to the integration of Computer Science (CS) and Computational Thinking (CT) into elementary STEM and social studies curricula in authentic and productive transdisciplinary ways. We will focus on the specific needs of EL students as we modify curricula and design teacher professional learning experiences. Our work will be rooted in issues related to sustainability, as the complexity and scale of such issues provide a rich context for leveraging CS/CT in transdisciplinary ways.
    • Collaborators: Dr. Jen Radoff, Assistant Research Professor, Dr. Andy Elby, Professor
  • 2022: "Establishing Environmental Literacy in Preservice Teacher Education through University and Sea Grant Collaborations."
    • Sponsor: Maryland Sea Grant College: Training & Instruction Grant
    • Description: This project directly supports Focus Area 4 of the Maryland Sea Grant Strategic Plan, Effective Environmental Science, and the Sea Grant Education Network Environmental Literacy Vision Plan (2019) by increasing the capacity of pre-service elementary teachers to confidently and competently integrate culturally relevant, project-based environmental education into their instructional programs. We developed a workshop in the form of a learning module, anchored in phenomena related to the Eastern Oyster and Chesapeake Bay ecosystem and aligned with elementary Next Generation Science Standards (NGSS). The workshop/learning module will become a permanent component of the elementary science methods course required by the University of Maryland (UMD), College Park for all elementary teacher preparation program graduates beginning in fall 2022.
    • Collaborators: Dr. Angela Stoltz, Assistant Clinical Faculty in the UMD College of Education who teaches mathematics education courses for pre and in-service teachers; and Mr. J. Adam Frederick, Assistant Director for Education, Maryland Sea Grant College, and National Marine Educators Association (NMEA) National Office Coordinator.
  • 2022: "Advancing Innovative Climate Change Education through Contextualized and Experiential Mathematics”
    • Sponsor: University of Maryland Teaching & Learning Transformation Center: Teaching & Learning Grant
    • Description: This project provides UMD students enrolled in TLPL613: Problem Solving and Innovation in Mathematics Classrooms with situated experiential learning experiences to support their environmental literacy and their ability to interpret, model, predict, articulate, and respond to the Grand Challenge of climate change using classroom and field-based mathematics, mathematical modeling, and computational learning activities focused on the Chesapeake Bay Watershed and its ecosystems. Students enrolled in TLPL613 are also practicing teachers. Thus, another goal for this project is to increase TLPL613 students’ confidence and ability to support their K-12 students’ understanding of how mathematics, mathematical modeling, and computational thinking can be used to describe, model, and predict our changing climate. The project builds on existing relationships between the PIs, who are STEM teacher educators in the College of Education, Maryland Sea Grant (MSG) climate scientists, and Maryland Environmental Service (MES) climate educators.
    • Collaborators: Dr. Angela Stoltz, Assistant Clinical Faculty
  • 2021: "Learning Science with Online Instructional Videos: The Impacts of COVID-19." Paper submission for Disciplinary and Interdisciplinary Science Education Research (DISER).
  • 2021: "Exploring the Integration of Computational Thinking into Preservice Elementary Science Teacher Education (CT→PSTE)." National Science Foundation, STEM+C Program.
  • 2021: "Unifying Formal Academic and Environmental Education Priorities: A Framework Unifying Formal Academic and Environmental Education Priorities: A Framework for Environmental Literacy Education for Environmental Literacy Education." Paper submission and presentation for the National Association for Research in Science Teaching (NARST).