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George Glasson

George Glasson, Professor

George Glasson
George Glasson, Professor Emeritus

School of Education
glassong@vt.edu

George Glasson is a professor emeritus in the Science Education program.

  • Place-based STEM Education
  • Inquiry Pedagogy
  • Sustainability Science Education
  • Ecojustice Education
  • PhD,  University of North Carolina at Chapel Hill
  • MAT, Duke University
  • BA, Duke University
  • Program Leader, Science Education
  • Lead Editor, Editorial / Curitorial Board Member, Cultural Studies of Science Education, 01-01-2015 -- 06-30-2021
  • National Association for Research in Science Teaching
  • Virginia Association of Science Teaching
  • Phystec 5+ Club national award for graduating 8 physics licensure students in 2021.  Dr. Glasson recruited and advised these students in Science Education program
  • Excellence in Student Advising Award College of Liberal Arts and Human Sciences, 2010
  • International Outreach Award, School of Education, 2008

Journal Articles

Green, A., Brand, B. & Glasson, G. E.  (2018).  Applying actor-network theory to identify factors contributing to non-persistence of African American students in STEM Majors. Science Education.

Duer, Z., Piilonen, L, & Glasson, G. E. (2018). Belle2VR - A virtual reality visualization of subatomic particle physics in the Belle II experiment. IEEE Computer Graphics and Applications, 3(38), 33-43.

Shin, M., Lee, S., & Glasson, G. E. (2016). Characterizing scientific inquiry found in science core high schools (SCHS) in Republic of Korea. Journal of Science Education, 17(1), 4-7.

Lanier, M. & Glasson, G. E. (2014). Investigating Strategies for Enhancing Achievement for Urban African American Students in Middle School Science Classroom. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices 11(1), 9-32.

Glasson, G.E. (2011). Global environmental crisis: Is there a connection with place-based ecosociocultural education in rural Spain. Cultural Studies of Science Education, 6(2), 327-355.

Glasson, G.E. (2010). Revitalization of the shared commons: education for sustainability and marginalized cultures. Cultural Studies of Science Education, 5(2), 373-381.

Glasson, G.E., Mhango, N., Phiri, A., & Lanier, M. (2010). Sustainability science education in Africa: Negotiating indigenous ways of living with nature in the third space. International Journal of Science Education, 32(1), 125-14.

Glasson, G.E., Frykholm, J., Mhango, N., & Phiri, A. (2006). Understanding the Earth Systems of Malawi: Ecological Sustainability, Culture, and Place-based Education. Science Education 90(4), 660-680.

Books

Madden AS, Hochella MF, Jr., Glasson GE, Grady JR, Bank TL, Green AM, Norris MA, Hurst D, and Eriksson SC (2012). Welcome to Nanoscience: Interdisciplinary Environmental Explorations, Grades 9–12. Wahington, DC: National Science Teachers Association Press.

Book Chapters

Klechaya, R. &; Glasson, G.E. (2017). Mindfulness and Place-based Education in Buddhist - oriented Schools in Thailand. In M. Powietrzynska and K. Tobin (Eds.) Weaving Complementary Knowledge Systems and Mindfulness to Educate Literate Citizenry for Sustainable and Healthy Lives (pp. 159-170). Rotterdam/Boston/Taipei: Sense Publishers.

Glasson, G.E. (2015). Ponder this: Can ecojustice education go mainstream? In M. Mueller, and D. Tippins Ecojustice, citizen science and youth activism: Situated tensions for science education. (pp. 171-176). New York, NY: Springer Publishing Co.

Glasson, G.E. (2013). Is there an App for that? Connecting Local Knowledge with Scientific Knowledge. In M. Mueller, D. Tippins, A. Stewart, (Eds.) Assessing Schools for Generation R (Responsibility): A Conversation to Guide Legislation and School Policy (pp. 215-225). New York, NY: Springer Publishing Co.

Glasson, G.E. (2011). Eco-justice and Place-based Education in Africa: Connecting Indigenous Knowledge with Western Science. In D. Berlin and A. White (Eds.), International Innovations, Research, and Practices, (pp. 55-65). Columbus, OH: Thirteenth International Consortium for Research in Science and Mathematics Education.

Glasson, G.E. (2010). Developing a sustainable agricultural curriculum in Malawi: Reconciling a colonial legacy with indigenous knowledge and practices. In DTippins, M. Mueller, M. van Eijck, & J. Adams (Eds.), Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge System (pp. 151-164). New York, NY: Springer Publishing Co.

Piilonen, L., Glasson, G.E., Polys, N., Webster, D., Ogle T. (2016). An Educational Tool to Explore the Dynamics of Subatomic Physics Interactions. Institute for Creativity, Arts, and Technology, Virginia Tech, $25,000.

Schmittmann, B., Glasson, G.E., Brand, B.Piilonen, L., Simonetti, J .(2011 -2014) "TheVirginia Tech Phystec Project," Sponsored by Physics Teacher Education Coalition and National Science Foundation, $298,835.00.

Evans, M.A. & Glasson, G.E. (2007). Mobile Learning Project: Connecting Knowledge Cultures for Local and Global Ecological Sustainability. Office of Educational Research and Outreach, School of Education, Virginia Tech. ($34,088).

Frykholm, J, Glasson, G.E., & Vierling, L. (2000-04). Earth Systems Connections: An Integrated K-4 Science, Mathematics, and Technology Curriculum. National Aeronautics and Space Administration. Principal Investigator. ($471,000)

Dr. Glasson co-authored a book chapter (with Joseph Mukuni) on reconstructing the impact of colonialism in science education in subSaharan Africa. This chapter will be published in the International Handbook of Research in Multicultural Science Education, (published by Springer and edited by Mary Atwater). The chapter proposed solutions for developing place-based STEM curricula that connects to the informal workforce. This approach to placebased STEM education was presented online at the 13th Egerton University International Conference: Innovation, Research, and Transformation for Sustainable Development in Egerton, Kenya (November 2020). Dr. Glasson also collaborated with Dr. Mukuni and two SOE STEM graduate students from Ghana (Eunice Ofori and Douglas Asante) to present research on African students' perceptions of STEM education in the US as compared to their home country. This research was accepted at the Continental and Diasporic Africa in Science Education Research Group, NARST International Conference, Portland, OR (conference cancelled in April 2020 due to COVID-19).

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