Bryan A. Brown, Ph.D
Bryan A. Brown is an associate professor of science education at Stanford University. He joined Stanford in the 2004 after working on a post-doctoral fellowship at Michigan State University. His work in the center for research on teaching at Stanford focuses on improving urban science education. He focuses on exploring how language and identity impact urban students’ learning. Dr. Brown is a former high school science teacher who earned a Bachelor’s degree in Biological Sciences from Hampton University, a Master’s degree in Educational Psychology from the University of California, and a Ph.D. in Educational Psychology from the University of California, Santa Barbara.
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Matthew Wilsey is a PhD student in Curriculum and Teacher Education with a focus on Science Education at the Stanford GSE. His research investigates pre-service science teacher education and what factors influence the instructional practices beginning science teachers use in the classroom. Prior to Stanford, Matt worked as the associate director of the University of Notre Dame’s Center for STEM Education. In this role, he served as a research assistant on Spencer Foundation and National Science Foundation grants focused on science assessment, as well as organizing the Center’s summer STEM camps, which help ensure access to high quality STEM learning opportunities for all students in 14 locations across the nation. Additionally, Matt used his previous experience in the science classroom to help foster growth in early career teachers through work in the Alliance for Catholic Education’s M.Ed. program, the Trustey Family STEM Teaching Fellows program, and CREST, a local professional development program with South Bend, IN middle school science teachers. He completed his M.Ed. with the ACE Teaching Fellows Program after teaching middle school mathematics and science in Brownsville, Texas, before moving to Chicago, IL, and teaching high school physics and chemistry.
Daniel Pimentel is a doctoral student in Curriculum Studies and Teacher Education with a focus on Science Education, Learning Sciences and Technology Design at the Stanford GSE. Daniel’s research examines how science education can support students with making sense of information in digital environments. His work explores the integration of science media and data literacy practices in the science classroom. He is also interested in science teacher professional learning, the role of technology in science education, and equitable sensemaking in science classrooms. Before coming to Stanford, Daniel spent five years teaching middle school science and high school chemistry in Brooklyn, NY. He holds a B.S. in Biology and an M.Ed in Secondary Education from Boston College where he received the Donovan Urban Teaching Scholarship, the Sharp Urban Teaching Scholarship, and the Robert Noyce Teacher Scholarship. He also received an Advanced Certificate in Special Education from the Relay Graduate School of Education in New York City.
Kendra is a second year Ph.D. student in Curriculum Studies and Teacher Education focusing on Science Teaching. Kendra’s research explores the intersectional spaces of race and gender in urban teaching and learning.
Anne E. Palmer, Ed.D.
Anne Palmer, Ed.D. helps elevate community college math and science faculty as a professional development director for the NSF STEM Core Alliance and executive director of Stanford ‘s Graduate School of Education Aspen Institute fellowship for future college presidents. A “STEMinist” since she was an undergrad at UC Berkeley, Anne works closely with Stanford faculty to improve mathematical mindsets and ways of incorporating students’ language and identity in college classrooms. Recently, Anne helped the Tesla Foundation and the California Community College Chancellor’s Office analyze how learning about drones develops a variety of skillsets including aeronautics, robotics, software development, AI, and mechanical engineering. She also mentors high school students and teachers in facilities engineering using Virtual Design and Construction models.
My instructional goals are based on my experiences in education.
First, my approach attempts to follow basic Socioconstructivist models of education by attempting to identify what students know and bring to the classroom as a primary component of their learning. In addition my teaching goals follow a simple attempt to place the students at the center of instruction. In line with that, my teaching involves the following goals: (a) Students will use classroom literature as ‘Data’ to be analyzed.
Each classroom session will involve the revisiting, analyzing, and the production of new ideas based on literature used in the course. (b) The ‘Goals’ of classroom instruction will be transparent to students. They will be provided with clearly articulated goals associated with the class.
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