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Imagine a classroom filled with students passionate about science in Louisville. Thanks to a (NSF) grant administered by the University of Louisville, eight (JCPS) teachers hope to make that a reality this fall.

Funded by the NSF, a nearly is helping UofL cultivate environmentally conscious educators to equip students with knowledge of Louisville’s environmental issues and promote a more just and sustainable city.

Eight JCPS teachers participated in a six-week summer program where they partnered with UofL faculty in their urban-based ecological research. Mackenzie Kuhns, a Waggener High School chemistry teacher, collaborated with UofL Biology professor Mikus Abolins-Abols to study how Louisville’s urban heat island effects its robins.

“I didn’t like biology very much before I started this,” said Kuhns, who has previously participated in RET programs at UofL. “I have an appreciation now when learning about field work and different career opportunities for my students. When doing these programs, I always have something fun to bring back to them.”

For some teachers, it was their first lab or research project. Justin McFadden, an associate professor in the and one of the principal investigators of the grant, said this experience with UofL researchers strengthens their teaching.

“Learning what research is and what can happen during research helps our teachers think about what their students are capable of in classrooms,” McFadden said. “That’s one of the hidden things that come to life when you’ve been working in a lab for six weeks.”

The second part of the institute was to create curriculum support pieces that the teachers can weave into the established JCPS science curriculum.

Erin Brock, a biology teacher at Seneca High School, said the program opened her eyes to all kinds of environmental issues she was unaware of previously and by bringing in local examples, her students will be more engaged throughout the year.

“We learned that Louisville is the fifth most air polluted city in the nation. And I was like, ‘What the heck?’,” said Brock, a first-year participant in a RET program at UofL. “Our cohort has talked about how we don’t want to be all doom and gloom. We want to show students the activists working to address these issues. Some of these neighborhoods that are more affected by environmental issues are not able to have a voice for various reasons and we want our students to know that and to speak up.”

Teachers seeing themselves as agents of changes is one of the primary goals of the program, according to Linda Fuselier, chair of the and one of the principal investigators of the grant.

“Learning about pollution, in and of itself, can just be depressing and boring,” Fuselier said. “But when you put it into the context of here are some activists right down the road from you who are working to interpret the science so that communities understand what is going on with these big industries and regulating authorities, it can make the content hit home.”

During the school year, teachers will receive ongoing support through professional development sessions and a collaborative network designed to foster curriculum sharing, continued research and teacher leadership.

The NSF grant will fund the program for an additional two years to train a total of 24 teachers. Applications for the summer 2025 cohort will open in the spring.

“This is absolutely the best training I’ve ever had as a teacher, to make me a better teacher. I feel like I have so much to bring to the classroom this year that I want to get the kids kind of hyped up about. I’m very thankful for UofL for offering this program,” said Brock.