About Us

The Science in the City Research team is comprised of a group of former science teachers who examine how to improve science teaching and learning in urban contexts. The research team explores a range of topics extending from the teaching of biology, the affect of complex language, the use of technology in science language, and the knowledge teachers need to have in order to prepare diverse learners.
Our Team
Teaching
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Our Team

Bryan A. Brown, Ph.D

Stanford University

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.

 

Press: CBS New on Virtual Camp: link

 

Lisa Archuleta

Stanford University

Lisa Archuleta is a Ph.D. student in Curriculum Studies and Teacher Education focusing on Bilingual/ Multilingual Science Education. Originally from Modesto, CA she went on to attend the University of Dallas where she earned her B.S. in Biology with a minor in Theology. Following her undergraduate studies, she went on to Santa Clara University where she earned her M.A. in Education, while serving as a middle school math and science teacher. Lisa’s research focuses on the intersection between language and science and how STEM teachers can create a more equitable environment for their bilingual and multilingual students.

Erin Ye

Erin Ye is a junior at Stanford University studying Linguistics and Data Science & Social Systems with a concentration in Education. Previously, she has been a research assistant in Stanford’s Social Media Lab, studying misinformation interventions on TikTok for physical and mental health, as well as in the Department of Linguistics, where she investigated how the quoted language of middle school youth in South Florida indexed social groupings. Currently, she is also involved with the Computation of Language in the Mind and Brain (CLiMB) Lab, where she is investigating the differences between natural language and experimental stimuli, with the goal of improving future psycholinguistic methodologies.
Erin is passionate about interdisciplinary research and understanding how social learning  can be embedded into education and curriculum design. She hopes to explore how edtech tools can enable intrinsic motivation within students, particularly in the realms of STEM and foreign language education.”

Michael Simmons

Michael Simmons is a junior at Morehouse College, majoring in Educational Studies with a minor in English. Passionate about research, education, and equity, he has actively engaged in opportunities to advance these areas. He presented on Strengthening the Black Male Teacher Pipeline at the 2024 International Conference on Urban Education, served as a Summer Teaching Fellow for Breakthrough Atlanta, and was selected as an undergraduate research fellow under Dr. Nina Gilbert, chair of the Morehouse Center for Excellence in Education. These experiences have deepened his commitment to educational research and advocacy. Additionally, Michael has demonstrated his commitment to academic excellence and campus involvement as an inaugural recipient of the Jayson Tatum Foundation’s Zero Limits scholarship and Otis Moss Oratorical Contest Finalist, in addition to holding various student leadership positions on campus. Michael has joined Stanford’s Graduate School of Education as a Research Assistant, further investigating equitable access to technological resources in education.

Teaching

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.

Select Publications

"Content-First" Science Teaching
The Science of Baseball

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