Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

Lauren Birney, Denise McNamara


This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in
the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical
component of the Advanced Placement Environmental Science course is the incorporation of environmental
fieldwork. The National Research Council (2014) suggest that field stations are important for STEM education and
provide opportunities to engage students in the natural environment and get them excited about science. Through the
Curriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in the
Advanced Placement Environmental Science course are integrating their field station work in Oyster Restoration in
the New York City Harbor. These interactions with the environment offer unique experiences which engage
marginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords all
students the opportunity for upward mobility and increased career opportunities in the area of STEM.

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Copyright (c) 2017 Lauren Birney, Denise McNamara

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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