Angela Calabrese Barton, PhD, Michigan State University
Angela Calabrese Barton, PhD, is a professor in science education and teacher education at Michigan State University.
The questions that drive my work include: What is “equitably consequential” teaching and learning (in STEM, and other disciplines) for youth from historically marginalized communities — What forms does it take? What are its outcomes? How does it impact youth’s individual and collective development? What tools and practices might best support teachers in imagining and enacting such teaching, and in what ways? I purposefully use the phrase, equitably consequential, to call attention to the importance of recognizing teaching and learning science (or any domain) as an historicized experience and practice, with outcomes that expand disciplinary learning/engagement to also include critical agency and social transformation (e.g., Gutierrez & Jurow, 2016).
I have been unpicking these (and related) questions from multiple standpoints/perspectives: both student- and teacher-centered perspectives through ethnographic and design-based research, in formal and formal settings, and in-the-moment and over time. Cutting across these efforts are deep attention to theory and participatory methodologies aimed at transforming the educational and social circumstances of students and their teachers in historically marginalized communities as a means of promoting social equity and learning.
In particular, there are three related directions that capture the broad connections of my work with teaching and teacher education, and which illustrate the ways in which I imagine my work moving forward over the next several years: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for more equitably consequential teaching and teacher learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) designing and leveraging new methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engages the goals of equity and justice.
Edna Tan, PhD, University of North Carolina Greensboro
Edna Tan is an assistant professor of science education at the University of North Carolina at Greensboro. She takes a critical, sociocultural approach in her work with youth and science teachers both in the classroom and informal science programs. Her work focuses on how youth from non-dominant backgrounds can be empowered to work with their teachers in creating hybrid spaces for meaningful science engagement, thereby authoring positive science identities and identity trajectories.
CV: Tan CV Short
Myunghwan Shin, PhD candidate, Michigan State University
Myunghwan (Myung) is a PhD student in Curriculum, Instruction and Teacher Education specializing in Science Education. His research focuses on the design of learning environments to support youth’s engagement and identity development in STEM fields. He is currently exploring how and why youth merge their everyday funds of knowledge or practice and STEM knowledge or practice during engineering design work afterschool. He is also studying the ways that youth recognize, interpret, and respond to science-related stereotypes imposed on them over time and space.
Day Greenberg, PhD candidate, Michigan State University
Day is a PhD student in Educational Psychology and Educational Technology specializing in Science Education. Day is studying the social relationships and resource mobilities that preadolescent students identify as important or helpful for empowering them to conduct identity work in science and engineering. She is interested in the design of informal STEM learning environments and programs that support identity work in STEM fields for underrepresented students. Day is also exploring pathways towards making such learning environments more connected for students, across settings and over time.
Christina Restrepo Nazar, PhD candidate, Michigan State University
Christina is a PhD student in Curriculum, Instruction and Teacher Education specializing in Science Education. She is currently exploring the epistemic practices that youth engage and how this leads towards meaningful identity work in science & engineering. She is also interested in in researching ways pre-service teachers can learn from students epistemic work in the learning to teach of science. Previously Christina was a biology teacher in Orlando, Florida and worked as an Education Research Assistant at the Library of Congress in Washington, DC.
Katie Schenkel, PhD student, Michigan State University
Katie is a PhD student in Curriculum, Instruction and Teacher Education specializing in Science Education. She is interested in researching best practices for engaging youth in STEM education. Particularly, Katie would like to research and work with youth in an urban context. Katie is also interested in researching how teachers can best recognize and leverage students’ background knowledge, experiences and expertise to foster positive science experiences. Previously, Katie taught middle school science, proctored a robotics club, and facilitated science and engineering camps.
Faith Brown, PhD candidate, University of North Carolina at Greensboro
Faith is a Ph.D. student in Teacher Education focusing on Science Education, with a concentration in Social Justice. Faith’s research interests include marginalized students in STEM, teacher beliefs of minority students, inquiry-based education in the science classroom and the implementation of multicultural education in the STEM classroom. She has worked as a high school science teacher, science academic coach, academic coach and professional development coordinator.