Professional Development Coordinator
Science & Health Bldg. (#36), Rm. 539
Masters of Education, Special Education, Gifted, with Distinction, Northern Arizona University, 2000
Professional teaching license (K-8 Elementary Education, K-12 Gifted Endorsement), State of Arizona, 1994-present
Bachelors of Science Education, Teacher Certification, Elementary Education, Northern Arizona University, 1994
The core of our work is enabling practicing teachers to engage in best teaching practices so students develop conceptual understanding of science, technology, and engineering ideas, appreciation for the disciplines, and interest in possible careers in these fields. Most of my current projects help teachers meaningfully integrate geospatial technologies into their classrooms so students have more opportunities to engage in scientific practices and 21st century skills centered around authentic, relevant projects.
I am interested in learning how best to facilitate experiences for teachers that enable them to reflect upon and improve their classroom practices and deepen their technological pedagogical content knowledge. If they implement what they have learned, I want to know what factors promote persistent practices and what hinders continued implementation. I am also very involved with engineering education via my partnership with the Museum of Science in Boston, and I hope to help teachers and out of school time educators meaningfully integrate science, technology, and engineering through quality professional learning experiences and materials.
Lori taught elementary and middle school in Arizona for 13 years. She has been a Professional Development Coordinator at the Center for Science Teaching and Learning at Northern Arizona University since 2008 where she has lead pedagogical instruction for teachers in Earth, physical, and life sciences as part of several different Mathematics/Science Partnership projects across the state. She is an Endorsed Provider of Engineering is Elementary professional development for the Boston Museum of Science, and has served as the principal investigator of several grant-funded projects in which she helped middle and high school teachers and college faculty teach science content with geospatial technology through project based instruction.
Lori is also a Teacher Consultant for the Arizona Geographic Alliance, where she coordinated the effort to bring the Esri K12 statewide site license for ArcGIS software to all Arizona youth organizations and schools in 2013. She has presented her research and programs in science education at conferences in Arizona, nationally, and internationally. She loves to travel and spends as much time as possible visiting new places, learning, SCUBA diving, and meeting new people.
Selected scholarly activities
Expanding Geospatial Technology Career Development for High School Students through Teacher Professional Development: The Power of Data Project. National Science Foundation, Innovative Technology Experiences for Students and Teachers. $1,936,772 (DRL 1513287)
Power of Data (POD) increases secondary students’ 1) awareness of and interest in careers that utilize geospatial data 2) awareness of educational pathways to enter these careers and 3) opportunities to build 21st century and soft workforce skill capabilities. The POD project embraces the capability of existing technology and creates new models for enabling teachers to integrate 21st century, data-processing, and analysis skills into instruction. This goal is accomplished via summer Facilitation Academies in Flagstaff for teacher educators who offer POD Teacher Workshops throughout the nation. We are researching the transferability of the model to classrooms and the effect on student attitudes and interest in STEM careers. Role: Principal Investigator. CoPIs: Brooke Whitworth, Nena Bloom, Mark Manone, James Sample. Senior Personnel: Emily Evans, Kristi Fredrickson. Evaluator: Joan Pasley (Horizon Research, Inc.). www.pod-stem.org
Geospatial Connections promoting Advancement to Careers and Higher Education (GEOCACHE) National Science Foundation, Advanced Technological Education. $447,670 (DUE 1304872)
A collaboration between the Center for Science Teaching and Learning, Department of Geography, Planning and Recreation, and Mesa Community College, the Geospatial Connections Promoting Advancement to Careers and Higher Education (GEOCACHE) project will encourage integration of geospatial technologies (GST) within project-based instruction in new and existing courses, increase awareness of and training for GST-related careers through internships, outreach and industry involvement, and provide sustained professional development in GST skills for high school, community college and university faculty. Role: NAU Principal Investigator. NAU CoPI: Mark Manone. Mesa Community College PI: Karen Blevins. CoPI: Shereen Lerner. Senior Personnel: Kenric Kesler. Evaluators: Nena Bloom, Talbot Bielefeldt (Clearwater Evaluation).
Rubino-Hare, L., Bloom, N., Bielefeldt, T., Blevins, K., Manone, M. (2017). Using ISTE Standards to improve a PBL/geospatial technology professional learning program. A poster for the annual meeting of the International Society for Technology in Education, San Antonio, TX.
Rubino-Hare, L., Bloom, N., Whitworth, B.A. (2017). Using the Power of Data to increase student engagement with geospatial technology and careers. A poster for the International Cartographic Conference, Washington, D.C.
Rubino-Hare, L., Whitworth, B., Bloom, N., Claesgens, J., Fredrickson, K., Henderson-Dahms, C. & Sample, J.C. (2016). Persistent teaching practices after geospatial technology professional development. Contemporary Issues in Technology Education 16(3). http://www.citejournal.org/volume-16/issue-3-16/science/persistent-teaching-practices-after-geospatial-technology-professional-development/
Claesgens, J., Rubino-Hare, L., Bloom, N., Fredrickson, K., Henderson-Dahms, C., Menasco, J. Sample, J.C. (2013). Professional development integrating technology: Does delivery format matter? Science Educator, 22(1), 10-18. http://www.nsela.org/assets/Professional%20Development%20Integrating%20Technology-%20Does%20Delivery%20Format%20Matter.pdf
Rubino-Hare, L. & Croson, S. (2018). Two Steps toward geospatial inquiry: Incorporating geospatial thinking in any subject. A poster for the annual conference of International Society for Technology Education. Chicago, IL.
Bloom, N., Rubino-Hare, L., Whitworth, B. (2018). Findings from a scale-up of geospatial technology-integrated professional development. A poster for the annual meeting of the National Council for Geographic Education Conference. Quebec City, Canada.
Rubino-Hare, L. (2018). How the power of data project built a bridge to encourage geospatial inquiry across the nation. A presentation for the annual Esri Education User Conference, San Diego, CA.
Rubino-Hare, L., & Clark, J. (2017). Integrated engineering and planetary science activities for out-of-school time programs. A presentation for the Space Exploration Educator Conference. Houston, TX.