Associate Director, Professional Development Programs
Science & Health Bldg. (#36), Rm. 546
Master of Arts in Science Teaching, Northern Arizona University, 2015
Master of Arts, Anthropology, Northern Arizona University, 1990
Bachelors of Science, Recreation Resource Management, Northern Arizona University, 1985
My recent work has been focused on facilitating change in STEM education in schools. I have an interest in developing leadership for STEM within school systems and in exploring STEM change processes and impacts. I am the principal investigator for the STEM Focused Schools for the Future program, which provides a perfect context for this work.
A second and long-standing interest of mine is in informal science education, especially in working with indigenous communities. I have been involved in numerous projects for the past 25 years in working with indigenous communities, archaeology education, and the National Park Service to promote various forms of informal learning. Currently, I am the principal investigator for the PLANETS(Planetary Learning the Advances the Nexus of Engineering, Technology, and Science) project which involves the development of curriculum and professional development resources in planetary science for out of school time educators.
I am a science educator and applied anthropologist/archaeologist who has designed, written, and implemented science curricula and professional development programs for K-12 educators, informal educators, and indigenous communities. I am active in science education reform efforts and have led numerous grant-funded STEM projects. I am currently exploring ways to help educators integrate science and engineering practices to meet the vision of the Framework for K-12 Science Education and Next Generation Science Standards (NGSS).
On a personal note, I was born in France but grew up in the United States. I share my life and love of travel, river rafting, hiking, and the outdoors with my husband and son, daughter in-law and daughter.
Selected scholarly activities
PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science). Awarded $3,380,750.00 to develop curricular units and professional development materials for Out of School Time settings motivated by fundamental planetary science questions, and integrating NASA data sets and other assets, and engineering processes and habits of mind. Funded by National Aeronautics and Space Administration (NASA) (#NNX16AC53A). Role: Principal Investigator. Partners: USGS Astrogeology Science Center and Engineering is Elementary program, Museum of Science Boston. January 4, 2016 – January 3, 2021.
STEM Focus Schools for the Future. Awarded $430,312.00 to provide professional development for 12 schools to support changes in STEM education. Funded by the APS Foundation. Role: Principal Investigator. August 1, 2012 – December 31, 2016.
Clark, J. & Gumerman IV, G. (2017 in press). Hopi footprints: what really matters in cultural preservation. In Hopi Archaeology, History, and Heritage: Twenty-five Years of Collaborative Research with the Hopi Tribe. Ferguson, T. J. and Colwell-Chanthaphonh, C., Eds.Tucson, AZ: University of Arizona Press.
Clark, J., Kirkley, J.K., & Bloom, N. (2015). Arizona STEM Focus Schools for the Future. Arizona Science Teachers Association Circular, 6 (1), Winter 2015.
Brody, M., Moe, J. Clark, J. & Alegria, C.B. (2014). Archaeology as culturally relevant science education: the poplar forest slave cabin. In Public Participation in Archaeology, J. Lea, Ed., Newcastle, UK: Newcastle University.
Gumerman IV, G., Clark, J., Satala, E.J., and Chimerica, R. (2013). Footprints of the Ancestors: Reengaging Hopi Youth with their Culture. In Museums and Social Issues: A Journal of Reflective Discourse. Kristine Morrissey, Editor-in-Chief. Semi-annual publication, Spring and Fall. Leeds, UK: Maney Publishing.
Clark, J. and Heath, M. (2013). Building Bridges in Cultural Heritage Management. Encyclopedia of Global Archaeology. New York: Springer Science.
Clark, J. (2013). AZCASE STEM survey report. Arizona Center for Afterschool Excellence.
Clark, J., Marks, J., and Haden, C. (2012). The Carbon Cycle Game: A Regionally Relevant Activity to Introduce Climate Change. The Earth Scientist. National Earth Science Teachers Association XXVIII (3): 9-13.
Clark, J., Bloom, N., & Henderson, D. (March, 2017) Afterschool STEM Is Out of This World! Poster presentation at the 2017 National AfterSchool Association Annual Convention. Dallas, TX.
Clark, J., & Bloom, N. (December, 2016). What Do Informal Educators Need To Be Successful In Teaching Planetary Science And Engineering? Results From The PLANETS Out-Of-School Time Educator Needs Assessment (NASA NNX16AC53A). Presentation at the 2016 American Geophysical Union Fall Meeting, San Francisco, CA.
Clark, J., Kirkley, J. & Kesler, K. (January, 2016). Leading Change in STEM Focused Schools. Presentation at the 21st Century STEM: Integrate 2 Innovate Conference, Phoenix, AZ.
Rubino-Hare, L.& Clark, J. (January, 2016). Kids Ask for Science and Reading! Engineering Across the Curriculum. Presentation at the 21st Century STEM: Integrate 2 Innovate Conference, Phoenix, AZ.
2016 President’s Achievement Award, Northern Arizona University
2016-2017: Conference planning member, STEM Equals Integration and Innovation Unconference. February 4, 2017 STEM Arizona Education Collaborative
2016 – Present: Flagstaff Festival of Science Board
2016 – Present: The Heritage Education Network (THEN) Founding Advisory Board Member