Climate Curriculum Design at the Institute of Science and Math Education, University of Washington
STEM+C Collaborative Curriculum Design Project
The STEM+C project was a research-partnership between the UW Institute for Science + Math Education, Technology Access Foundation (TAF) and TAF Academy Middle School and High School. The project engaged culturally and linguistically diverse middle and high school students in the investigation of real-world, contemporary STEM topics using computational models and analyses of large data sets, aligned with the new vision for science and engineering education laid out in the Next Generation Science Standards. Curriculum design teams included educators, STEM experts, learning scientists, and computational thinking specialists.
STEM+Computing (STEM+C) curriculum project collaborative design events, with Dr. Philip Bell, Dr. Kristen Bergsman, Dr. Elaine Klein, Dr. Veronica McGowan, and Nancy Price. Held in Seattle area from 2016-2019. http://sciencemathpartnerships.org/projects/completed-projects/#stemc
2015-2020 National Science Foundation, STEM+Computing. Research and Design of a Curriculum Authoring System for Computational Project-Based Learning Units in Education (#1543255), $1,500,845. Principal Investigators: Bell, P. & Millines-Dziko, T. Participating as key research staff from 2016.
Fincke, K., Morrison, D., Bergsman, K., & Bell, P. (Accepted). Formative assessment for equitable learning: Leveraging student voice through practical measures. Science Teacher. National Association of Science Teachers.
McGowan, V. C., Klein, E., & Morrison, D. (2019). Engaging students in computational thinking during scientific investigations. STEM Teaching Tools Brief 56. University of Washington, STEM Teaching Tools.
Bergsman, K. C., Klein, E., McGowan, V. C., Morrison, D., & Bell, P. (2019). Designing contemporary scientific phenomena for high school biology classrooms: Climate change, evolution, and computational inquiry. Paper for National Association for Research on Science Teaching, March 31-April 3, Baltimore, MD, USA
Bergsman, K. C., Klein, E., McGowan, V. C., Morrison, D., & Bell, P. (2019). Teacher professional learning through co-design in a design-based research-practice partnership: Teacher expertise in computational inquiry. Poster for National Association for Research on Science Teaching, March 31-April 3, Baltimore, MD, USA
McGowan, V. C., Klein, E. R., Bergsman, K. C., Morrison, D., & Bell, P. (2018). Supporting climate change literacy through computational inquiry in a high school biology classroom. American Educational Research Association, April 13-17, New York, NY, USA.
Bergsman, K., Klein, E., McGowan, V., Morrison, D., & Bell, P. (2017). Navigating design tensions through tools for collaboration: Co-design of NGSS-aligned science curriculum within a research-practice partnership. American Educational Research Association, April 27-May 5, San Antonio, TX, USA.
Weather X Curriculum Collaborative Design Project
This research-practice partnership brings together scientists, educators (both math and science), curriculum designers, scientists specializing in weather and climate data analysis, and science outreach specialists to explore model curriculum units to engage rural, under-served youth in interactive experiences with important scientific data practices in New England. The project takes a place-based approach around the collaboration with the Mt. Washington Observatory in New Hampshire - home of the highest mountain in the eastern United States to explore weather data in the context of shifting climate.
Participated in grant writing.
Curriculum design to inform both equitable science pedagogy and justice centered climate science learning.
2019-2022 National Science Foundation, ITEST. Understanding Weather Extremes with Big Data: Inspiring Rural Youth in Data Science (WeatherX; #1850447), $1,196,000. Louie, J., Sezen Barrie, A., Fitzgerald, B., & Waterman, K.
Sezen-Barrie, A., Louie, J., Roche, B., Morrison, D., Buffington, P., Fagan, E., Waterman, K., Fitzgerald, B., & Finzer, W. (2021). Socially just learning in rural science classrooms through everyday sensemaking of extreme weather events across communities of practice. Session in symposium, “Designing learning for just and resilient climate action”, for National Association for Research on Science Teaching, April 7-10, 2021 virtual conference.
Waterman, K., Louie, J., Fitzgerald, B., Sezen-Barrie, A., Morrison, D., Finzer, W., Buffington, P. (2020). The Weather X Project: Understanding weather extremes with big data and inspiring rural youth in data science. SREE – Advancing Education Research Conference on March 11-14, Arlington, Virginia, USA. https://sree.memberclicks.net/spring-2020-program [Conference cancelled]