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Andrea Weinberg

Andrea Weinberg

Assistant Professor, Mary Lou Fulton Teachers College

Mary Lou Fulton Teachers College
Arizona State Univeristy
PO Box 875411
Tempe, AZ 85287-5411


  • Senior Global Futures Scholar, Julie Ann Wrigley Global Futures Laboratory
  • Assistant Professor, Mary Lou Fulton Teachers College


Andrea Weinberg is an assistant professor in the Mary Lou Fulton Teachers College in the division of teacher preparation. Her scholarship, teaching, and service are grounded in her commitment to enhancing teacher quality and improving teacher retention and satisfaction. Using participatory and interdisciplinary approaches, Professor Weinberg examines practices that have the potential to increase the effectiveness and retention of early-career teachers, both individually and collectively.

Her ongoing research in the area of transdisciplinary teaching and learning for sustainable development includes collaboration and collective engagement in K-12 and teacher education. She is engaged in youth-oriented PAR alongside undergraduate students, and is studying the transformative learning experiences of preservice teachers, the extent of their preparedness to implement transformative (e.g., place-based) oriented pedagogies in P-12 classrooms, and the experiences that motivate future teachers toward action in their communities and classrooms. Further, she collaborates with elementary teachers to create and study curriculum centered on community-driven challenges including urban biodiversity loss, food waste, and equitable access to nutritious and culturally relevant foods in schools and in the community. Dr. Weinberg has been PI and co-PI of two NSF Noyce programs aimed to recruit and train high quality STEM teachers for high-needs districts, with an emphasis on developing and researching place-based professional development and mentoring for preservice and early career STEM teachers. A

Professor Weinberg currently teaches courses in sustainability science for elementary teachers, as well as special education. Her teaching is directly informed by her research as she works to prepare future educators to engage in collaboration and integrated teaching in their own classrooms as a means to better meet the needs of their students, and to continuously improve their own professional practice. She strives to harness the power of intellectual curiosity to ignite passion in teacher candidates—a passion that will enable them to not only excel and persevere in the profession, but become fervent advocates for their students and communities as well as for the profession of teaching.


  • PhD, Education and Human Resource Studies, Colorado State University, 2013
  • MEd, Education and Human Resource Studies, Colorado State Univesity, 2006
  • BBA, Accounting, West Texas A&M University, 1999
  • Teaching Certificaton, K-12 Special Education, West Texas A&M University, 1999


Journal Articles


Trott, C. D., L. B. Sample McMeeking and A. E. Weinberg. 2019. Participatory action research experiences for undergraduates: Forging critical connections through community engagement. Studies in Higher Education DOI: 10.1080/03075079.2019.1602759. (link )

Wright, D. S., M. M. Balgopal, L. B. Sample McMeeking and A. E. Weinberg. 2019. Developing resilient K-12 STEM teachers. Advances in Developing Human Resources 21(1):16-34. DOI: 10.1177/1523422318814483. (link )


Rathburn, S. L. and A. E. Weinberg. 2018. Undergraduate student satisfaction and achievement at the GetWET Observatory: A fluid learning experience at Colorado State University. Journal of Geoscience Education 59(2):47-55. DOI: 10.5408/1.3543936a. (link )

Trott, C. D., A. E. Weinberg and L. B. Sample McMeeking. 2018. Prefiguring sustainability through participatory action research experiences for undergraduates: Reflections and recommendations for student development. Sustainability 10(9):Art. 3332. DOI: 10.3390/su10093332. (link )

Weinberg, A. E., C. D. Trott and L. B. Sample McMeeking. 2018. Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education 102(6):1155-1175. DOI: 10.1002/sce.21453. (link )


Weinberg, A. E. and L. B. Sample McMeeking. 2017. Toward meaningful interdisciplinary education: High school teachers' views of mathematics and science integration. School Science and Mathematics 117(5):204-213. DOI: 10.1111/ssm.12224. (link )


Sample McMeeking, L. B., A. E. Weinberg, K. J. Boyd and M. M. Balgopal. 2016. Student perceptions of interest, learning, and engagement from an informal traveling science museum. School Science and Mathematics 116(5):253-264. DOI: 10.1111/ssm.12176. (link )


Weinberg, A. E., C. G. Basile and L. Albright. 2011. The effect of an experiential learning program on middle school students' motivation toward mathematics and science. RMLE Online: Research in Middle Level Education 35(3):1-12. DOI: 10.1080/19404476.2011.11462086. (link )


Stevenson, C., D. Cooner and A. Fritz. 2008. Self-perceptions of standards acquisition during the principal internship. International Electronic Journal for Leadership in Learning 12(5):. (link )

Book Chapters


Sebald, A., H. Frederiksen, D. Decker, J. Roth, W. Fothergill, J. Searle, J. Druger, J. Castor, C. Stevenson, A. Roybal Lewis and A. E. Weinberg. 2019. Preparing educators for sustainability: One center's journey. Pp. 1-31 In: Hodges, T. E. and A. C. Baum eds., Handbook of Research on Field-Based Teacher Education. IGI Global. Hershey, PA. ISBN: 978-1522562498.


Weinberg, A. E. and L. Albright. 2011. Integrating biology and mathematics in high school classrooms. Pp. 229-240 In: Cozzens, M. B. and F. S. Roberts eds., BioMath in the Schools. American Mathematical Society.


Fritz, A. E. and G. A. Morgan. 2010. Sampling. Pp. 1302-1305 In: Salkind, N. J. ed., Encyclopedia of Research Design. Vol 3. SAGE. ISBN: 9781412961271.



Cobb, R. B., S. Lipscomb, J. Wolgemuth, T. Schulte, A. Vellquette, M. Ahwell, K. Batchelder, R. Bernard, P. Hernandez, H. Holmquist-Johnson, R. Orsi, L. B. Sample McMeeking, J. Wang and A. E. Weinberg. 2013. Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. NCEE 2013–4011 . (link )