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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 Sustainability Scholar, Global Institute of Sustainability and Innovation
  • 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. Professor Weinberg currently teaches sustainability science for elementary teachers, as well as various special education courses. Her approach to 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 thrive 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 )