Notes on Contributors
Lillie R. Albert
(PhD) is an Associate Professor at Boston College Lynch School of Education. She teaches graduate and undergraduate courses in mathematics methods, problem solving, and qualitative research methods. Her research focuses on how sociocultural historic contexts influence mathematics learning across the lifespan, which includes the exploration of the relationships between teaching and learning of mathematics and the use of cultural and communicative tools to develop conceptual understanding of mathematics.
Cynthia O. Anhalt
(PhD) is an Associate Research Professor, Director of the Secondary Mathematics Education Program in the Department of Mathematics at The University of Arizona, and the Principal Investigator of the NSF AZ Noyce grant project on which this chapter is based. Her research focuses on teacher knowledge in mathematical modeling and preparing K–12 teachers for culturally diverse student populations, particularly with Latinx students.
Saman A. Aryana
(PhD) is an Assistant Professor in the Department of Chemical Engineering and an adjunct assistant professor in the Department of Mathematics and Statistics at the University of Wyoming. He serves as a co-principal investigator on the Wyoming Interns to Teacher Scholars (WITS)—a Robert Noyce Scholarship program. His research interests include macroscale models of multiphase flow in complex porous media, microfluidics, and mentorship in education.
Joy Barnes-Johnson
(PhD) has worked in assessment, curriculum design, professional development, adult basic education, and secondary science education over the span of her career. Founder of EMC2 Group, LLC, an educational consulting firm, she currently works as a high school science teacher and consultant for several STEM education and teacher training projects in New Jersey, Pennsylvania, and Wyoming.
Lora Bartlett
(PhD) is an Associate Professor of Education at the University of California, Santa Cruz. She studies schools as workplaces for teachers and the teacher labor market, including the transnational migration of teachers to meet labor market needs.
Brezhnev Batres
is pursuing a PhD in Mathematics and Science Education in the Curriculum and Instruction Department at the University of Illinois, Chicago. He is a veteran high school science teacher. His research interests include identity construction and culturally relevant approaches in science education.
Diana Bonilla
is a biology teacher at a southwest neighborhood high school in Chicago. She conducts teacher inquiry centered on developing culturally relevant and socially just biology lessons as a member of the University of Illinois Chicago’s Project SEEEC.
Patti Brosnan
(PhD) is an Associate Professor of Mathematics Education in the Department of Teaching and Learning at The Ohio State University in Columbus, Ohio. Her research interests revolve around how students can learn mathematics and what we need to do to get that learning to happen, especially for students who struggle to learn in high-need schools. These learnings are shared with both preservice and in-service teachers to reach greater numbers of students.
Andrea C. Burrows
(EdD) is an Associate Professor in the School of Teacher Education at the University of Wyoming, where she teaches courses in science methods, pedagogy, and research. Her research interests include secondary STEM partnerships and engineering education specifically focused on preservice and in-service teachers, and she often employs action research as her methodology of choice.
Alan Buss
(PhD) is an Associate Professor in Elementary and Early Childhood Education at the University of Wyoming and teaches graduate and undergraduate courses in science and mathematics education, learning theory, and integrating technology in the classroom. His research focuses on meaningful integration of educational technologies to enhance students’ understanding of STEM, including Geographic Information Systems (GIS), LEGO robotics, computer gaming, and 3D visualization in immersive virtual reality environments.
Laurie O. Campbell
(EdD) is an Assistant Professor of STEM and Instructional Design and Technology at the University of Central Florida. She pursues with passion research related to STEM curriculum and STEM identity among underserved and underrepresented populations, personalized and active learning, and exploring factors of computational thinking related to learning. The purpose and foundation of her interdisciplinary research includes the desire to improve education for all through instructional design and technology.
Phillip Cantor
has taught high school science for 15 years in Chicago and has been a member of the Teachers for Social Justice organization. He is committed to helping students take a critical view of the world in which they live and use scientific thinking to analyze and solve the problems they see around them.
Michelle T. Chamberlin
(PhD) is an Associate Professor of Mathematics Education in the Department of Mathematics and Statistics at the University of Wyoming. Her research interests include studying the effectiveness of mathematics coursework and professional development for prospective and practicing teachers. She has published in various journals including the Journal of Mathematics Teacher Education, School Science and Mathematics, and Mathematics Teacher Education and Development.
Scott A. Chamberlin
(PhD) is Professor of Mathematics Education in the School of Teacher Education at the University of Wyoming. He has served as co-principal investigator on the Wyoming Interns to Teacher Scholars (WITS), Robert Noyce grant. His research interests include teacher education and gifted education.
Marta Civil
(PhD) is a Professor of Mathematics Education and the Roy F. Graesser Chair in the Department of Mathematics at The University of Arizona. Her research examines cultural, social, and language aspects in the teaching and learning of mathematics; connections between in-school and out-of-school mathematics; and parental engagement in mathematics. She has led funded projects working with children, parents, and teachers, with a focus on developing culturally responsive learning environments, particularly with Latinx communities.
Lin Ding
(PhD) is an Associate Professor of STEM Education in the Department of Teaching and Learning at The Ohio State University. Dr. Ding’s scholarly interests lie in discipline-based science education research. His work includes theoretical and empirical investigations of learners’ content learning, problem solving, reasoning skills, and epistemological development. Dr. Ding has been leading or co-leading several federal and state projects sponsored by the National Science Foundation and the Ohio Department of Education.
Teresa K. Dunleavy
(PhD) is an Assistant Professor of the Practice of Mathematics Education in the Department of Teaching and Learning at Peabody College at Vanderbilt University. Her research interests are centered on analyzing equitable teaching and learning practices in mathematics classrooms and understanding students’ perspectives of their mathematics learning. She is interested in highlighting transformative practices for historically marginalized students, and in particular for Black girls.
Belinda P. Edwards
(PhD) is a Professor of Mathematics Education in the Department of Secondary and Middle Grades Education at Kennesaw State University. She teaches mathematics and secondary mathematics methods courses. Her research focuses on issues of equity and access in secondary mathematics education, as well as, preparing culturally and linguistically responsive secondary mathematics teachers.
Jennifer A. Eli
(PhD) is an Associate Professor of Mathematics Education in the Department of Mathematics at The University of Arizona. Dr. Eli’s research focuses on investigating the types of mathematical connections and teaching decisions teachers make when engaged in tasks of teaching, and examining ways to leverage Complex Instruction to support mathematicians, mathematics teacher educators, and K–12 teachers in their work with future teachers.
Joshua A. Ellis
(PhD) is an Assistant Professor in the Department of Teaching and Learning and the STEM Transformation Institute at Florida International University. His research interests include facilitating the development of preservice and in-service teachers’ reflective practice in online, blended, and face-to-face learning environments. He is also a former K–12 science teacher and he has continued to work as an instructor and mentor to beginning K–12 science teachers.
Adrian Epps
(EdD) is an Associate Dean in the College of Science and Mathematics and a Professor of Educational Leadership in the Department of Educational Leadership at Kennesaw State University.
Anne Even
is a workforce trainer at Central Wyoming College. She has served as the WITS/Noyce program manager at CWC and worked closely with the WITS team at University of Wyoming to help them achieve their grant goals. Her interests include providing students with unique opportunities to explore career paths and connecting agencies to resources to meet staff and client outcomes.
Angela Frausto
is a teacher at a near northwest neighborhood school in Chicago. She has taught biology, chemistry, and environmental science, and her interests include providing an engaging and hands-on science education to all students.
Samantha Heller
is a PhD candidate in the Instructional Design and Technology program at the University of Central Florida. Her research focuses on active learning, computational thinking, and design-based research for improving training and education in K–12 learning environments.
Karen E. Irving
(PhD) is an Associate Professor in the School of Teaching and Learning at The Ohio State University. Dr. Irving is currently principal investigator on the ENABLE STEM project, a National Science Foundation Noyce project, as well as on the Engineering is Elementary Ohio 3: Leadership for 21st Century Learners project. She is also the former Chair of the Columbus Section of the American Chemical Society.
Heather J. Johnson
(PhD) is an Associate Professor of the Practice of Science Education in the Department of Teaching and Learning at Peabody College at Vanderbilt University. Her research explores supports for teacher learning and how these supports affect teacher practice and ultimately student learning. She is also the principal investigator of an NSF-funded Noyce Scholarship Program, entitled Mobilizing STEM Talent for STEM Teaching.
Nicole M. Joseph
(PhD) is an Assistant Professor of Mathematics and Science Education in the Department of Teaching and Learning at Peabody College at Vanderbilt University. Her research explores two lines of inquiry: Black women’s and girls’ identity development and experiences in mathematics and Whiteness, White Supremacy and how it operates in shaping Black women’s and girls’ underrepresentation in mathematics. She is the founder of the Tennessee March for Black Women in STEM, an event held every fall which seeks to promote community awareness.
Richard Kitchen
(PhD) is Professor and Wyoming Excellence in Higher Education Endowed Chair in Mathematics Education at the University of Wyoming. He is the author of one book, lead author of another book, the co-editor of two books, and initiated and served as a co-editor of the TODOS: Mathematics for All Research Monograph. His research interests include diversity and equity in mathematics education, school reform at urban schools that serve low-income students, and formative assessment of English language learners.
Karen Kuhel
(PhD) is an Associate Professor of TESOL in the Inclusive Education Department at Kennesaw State University (KSU). At KSU, she served as TESOL Graduate Program Coordinator and teaches ESOL courses at the undergraduate and graduate levels. She collaborates with colleagues in surrounding school districts and across the College of Education and university in the areas of ESOL, culturally and linguistically responsive teaching, and literacy for all P-12 students.
Marina Lazic
is a molecular biologist with a specialty in genetic engineering. She has served as a graduate assistant to collect and analyze data on Robert Noyce scholars as part of a National Science Foundation project. Ms. Lazic has also served as a teaching assistant for multiple courses, including Principles of Biochemistry, General Microbiology, and Pathogenic Microbiology at the University of Wyoming. Her research interests include promotion and development of active learning strategies in science classrooms.
Jacqueline Leonard
(PhD) is Professor of Mathematics Education in the School of Teacher Education at the University of Wyoming. She has served as the principal investigator on multiple National Science Foundation projects that include funding from Robert Noyce and Innovative Technology Experiences for Students and Teachers programs. Her research interests include computational thinking, culturally specific pedagogy, and equitable STEM practices.
Rebecca H. McGraw
(PhD) began her professional career as a high school mathematics teacher and joined the faculty at The University of Arizona in 2002. Dr. McGraw teaches both mathematics and methods courses for future middle and high school teachers, leads professional development programs for K–12 teachers, and conducts research on secondary student learning and teacher education. She is currently engaged in the study of teacher development of equitable instructional practices.
Daniel Morales-Doyle
(PhD) is an Assistant Professor of Science Education in the Department of Curriculum & Instruction at the University of Illinois at Chicago (UIC). His work seeks to confront inequity in science education as a component of systems of oppression and to leverage science teaching and learning towards justice and sustainability. Prior to working at UIC, Daniel was a high school teacher in the Chicago Public Schools for more than a decade.
Sultana N. Nahar
(PhD) is an atomic astrophysicist in the Astronomy Department of The Ohio State University. Her research interest is in the atomic processes in astrophysical plasmas and developing new methodologies. She is a member of The Iron Project and The Opacity Project, and since 1995, she has been involved in the promotion of STEM education and research in developing countries. Currently, Dr. Nahar is the director of the Women in STEM Roadshow program, which is sponsored by the U.S. State Department Mission to India.
Justina Ogodo
(PhD) is a Post-Doctoral Researcher in STEM Education in the Department of Teaching and Learning at The Ohio State University. Her research focuses on science curriculum and instruction, STEM teacher PCK, urban education, and culturally responsive teaching. Dr. Ogodo uses her instructional and leadership experience in STEM education to provide preservice teachers with effective tools that prepare them for the profession.
Anil K. Pradhan
(PhD) has been a member of The Ohio State University faculty since 1989. He works primarily on theoretical multi-wavelength spectroscopy and astrophysics. Dr. Pradhan was the principal investigator on the Indo-US 21st Century Knowledge Initiative STEM Education and Research Faculty Training Program: Global Strategy for Higher Education in the 21st Century.
Carolina Salinas
is a high school science teacher at an International Baccalaureate school. She teaches on the northwest side of Chicago, which is near where she grew up. She now serves as a teacher in the public school system she attended since during preschool.
David Segura
(PhD) is an Assistant Professor of Education and Youth Studies at Beloit College and a former high school science teacher. His research interests include how social capital and science identity empower or limit students’ opportunities to succeed in science.
Lynette Gayden Thomas
is a chemistry teacher at a neighborhood school on Chicago’s south side and a member of the University of Illinois, Chicago’s Project SEEEC. She is passionate about assisting students of color to pursue STEM-related careers, as well as empowering women to fight for equal rights in an unjust system.
Alisun Thompson
(PhD) is an Assistant Professor of Education in the Department of Teacher Education at Lewis & Clark Graduate School of Education and Counseling. Her research examines the contours of the teacher workforce and the conditions that attract, support, and retain teachers in high-need schools.
Maria Varelas
(PhD) is a Professor of Science Education in the University of Illinois Chicago’s Department of Curriculum & Instruction. She has taught undergraduate and graduate students for over 25 years, co-led various collaborations and funded projects, and studied science learning and identity construction in urban K–12 and college science education contexts exploring equity-oriented curricular, instructional, and teacher education practices.
Dorothy Y. White
(PhD) is an associate professor of mathematics education in the College of Education at the University of Georgia. Her research focuses on equity and culture in mathematics education and strength-based professional learning communities. She teaches undergraduate and graduate mathematics education courses and provides professional development in mathematics for classroom teachers and coaches. She has served on several NSF grants and currently serves on the Board of Directors for the Association of Mathematics Teacher Educators.
Desha Williams
(PhD) is the Department Chair of the Department of Teacher Education and Professor of Mathematics Education at Georgia College and State University. She is dedicated to preparing teachers for culturally and linguistically diverse students, as well as, students with various exceptionalities. Dr. Williams is a native Georgian who is committed to improving education in urban, suburban, and rural communities.
Ryan Ziols
is a Doctoral Candidate in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. His research focuses on the cultural politics of science, technology, engineering, and mathematics (STEM) education.