Learning Sciences & Science Learning

In my work I help educators reframe and reorganize learning in ways to build on students' natural curiosity and reduce or eliminate oppressive schooling structures. Learning can occur in respectful environments, content can be taught in ways that engage critical stance to knowledge, and learning should be centered on meaningful problems relevant to the lived worlds of our students in localized contexts. All of my work is centered on the goal of diversifying thought in society and science specifically to foster environmental literacy with the goal of addressing climate change awareness and action. I write collaboratively with a wide variety of scholars on a range of issues that are important to me and those with whom I work.

STEM Teaching Tools

As part of my work with the Institute of Science and Math Education within the College of Education at the University of Washington, I have the terrific opportunity to coauthor briefs for educators, educational leaders, community, and scientists working in the field of education through the STEM Teaching Tools.

Related Publications

McCulloch, A., & Morrison, D. (Accepted - In Revision). How to reframe disciplinary action to keep learners in STEM learning contexts. STEM Teaching Tools Brief. University of Washington, STEM Teaching Tools.

Morrison, D., Lakhani, H., Bergsman, K., & Bell, P. (Accepted - In Revision). Measures of Practice for Sensing Teacher and Student Learning and Activity. STEM Teaching Tools Brief. University of Washington, STEM Teaching Tools.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools Brief 57. University of Washington, STEM Teaching Tools.

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.

Morrison, D., & Bell, P. (2018). How to build an equitable learning community in your science classroom. STEM Teaching Tools Brief 54. University of Washington, STEM Teaching Tools.

Bell, P., Rodriguez, A. J., Tzou, C., & Morrison, D. (2018). How to avoid known pitfalls associated with culturally responsive instruction. STEM Teaching Tools Brief 53. University of Washington, STEM Teaching Tools.

Morrison, D. & Rhinehart, A. (2017). How can teachers guide classroom conversations to support students’ science learning? STEM Teaching Tools Brief 48. University of Washington, STEM Teaching Tools.

Morrison, D., Bell, P., Chowning, J., & Klein, E. (2017). Addressing controversial science topics in the K-12 classroom. STEM Teaching Tools Brief 44. University of Washington, STEM Teaching Tools.

Morrison, D., & Debarger, A. (2016). How can formative assessment support culturally responsive argumentation in a classroom community? STEM Teaching Tools Brief 25. University of Washington, STEM Teaching Tools.

Bell, P., Morrison, D., & Debarger, A. (2015). How to launch STEM investigations that build on student and community interests and expertise. STEM Teaching Tools Brief 31. University of Washington, STEM Teaching Tools.

Related Presentations

Bell, P., & Morrison, D. (2020). STEM Teaching Tools: Free resources to support equitable 3-D science instruction. National Science Teachers Association, April 2-5, Boston, MA, USA. [Conference Cancelled]

Bell, P., Morrison, D., & Price, N. (2019). STEM Teaching Tools: Free resources to support equitable 3-D science instruction. A NGSS@NSTA Forum sponsored session at the National Science Teachers Association, April 11-14, St. Louis, MO, USA.

Morrison, D., & Bell, P. (2018). Equity and STEM pedagogy: Explorations of STEM Teaching Tools that link research and practice. In H. A. Roop (Convener), PA21A: Communication of Science: Practice, research, and reflection I at the American Geophysical Union Fall Meeting, Dec. 10-14, 2018, Washington, DC, USA.

Morrison, D. (2017). STEM Teaching Tools: Professional Learning Resources for Equitable 3D Instruction. Minnesota Science Leadership group, St.Paul-Minneapolis, MN, November 29, 2017.

The ACESSE project has been, and continues to be, a significant part of my work. More on this effort can be found on the Systemic Justice in Science Education page.

Equity and Justice in Science Education Collaborations

As part of my work across the NARST and SEEDS communities, I have had incredible opportunities to collaborate with so many amazing colleagues to further work in equity and justice in science education. Additionally, I have been involved with some fabulous folks through NSTA and ISME work. Below are examples of some of the work I have been involved with over the years.

Work

Related Publications

Bell, P., & Morrison, D. (2020). Social justice-centered science teaching and learning. In “Social Justice in the Science Classroom”, May 2020 Next Gen Navigator, National Science Teacher Association. Guest editor for issue. Retrieved from https://www.nsta.org/blog/social-justice-science-classroom

Fortney, B., Morrison, D., Rodriguez, A. J., & Upadhyay, B. (2019). Equity in Science Teacher Education: Toward an Expanded Definition. Editorial for Special Issue of Cultural Studies in Education, 14(2), p.265-281.

Rodriguez, A. J. & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity and social justice in science education. Cultural Studies in Science Education, 14(2), p.259-263.

Morrison, D., & Bell, P. (2018). Equity and STEM pedagogy: Explorations of STEM Teaching Tools that link research and practice. In H. A. Roop (Convener), PA21A: Communication of Science: Practice, research, and reflection I at the American Geophysical Union Fall Meeting, Dec. 10-14, 2018, Washington, DC, USA.

Morrison, D. (2018). Whose interests and under whose control?: Interest convergence in science-focused school-community collaborations. Cultural Studies in Science Education, 13(1), 85-91.

Morrison, D. (2018). Building science-learning communities: Designing for equitable participation in scientific practices using students’ lived experiences. Chapter in Mendoza, E., Kirschner, B., & Gutierrez, K. (Eds), Power, Equity, and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth (Chapter 7, pp.113-132). Charlotte, NC: Information Age Press. Peer Reviewed.

Patterson, A., Morrison, D., & Schindel, A. (2018). What’s science got to do with it?: Possibilities for social justice in science classroom teaching and learning. Chapter in Pennell, S., Boyd, A., Parkhouse, H., & LaGarry, A. (Eds.), Possibilities in Practice: Social Justice Teaching in the Disciplines (Chapter 12, pp. 145-158). Peter Lang. Peer Reviewed. See https://www.peterlang.com/view/product/79984?tab=reviews&result=6&rskey=QAOc1g

Related Presentations

Morrison, D., Arada, K., Chowning, J., Osuga, H., & Foster, J. (2020). Frameworks for disrupting anti-Blackness, colonization, and racism in the science classroom: Engaging in justice-centered science pedagogy. Washington and Oregon Science Teachers’ Association Joint Meeting, October 9-10, 2020 virtually.

Morrison, D., & Bell, P. (2019). Equity in science teacher education – Toward an expanded definition. , A NARST sponsored session at the National Science Teachers Association, April 11-14, St. Louis, MO, USA.

Morrison, D. (2019). Counter racism science pedagogy: Race, racism, and science through history and into our classrooms. National Science Teachers Association, April 11-14, St. Louis, MO, USA.

Chowning, J., Foster, J., & Morrison, D. (2019). Unpacking race in the science classroom. National Science Teachers Association, April 11-14, St. Louis, MO, USA.

Morrison, D. (2018). Unpacking “Race” in the Science Classroom. National Science Teachers Association Regional Meeting, Nov. 14-17, National Harbor, VI, USA.

Morrison, D. (2018). Counter-racism science pedagogy: Interrogating race, racism and the history of science in science classroom learning. Presentation for the 8th International Conference on Education and Social Justice, Oct. 5-7, 2018, Waikiki, HA, USA.

Foster, J., Nocella, M., & Morrison, D. (2018). Unpacking race in the science classroom. An Association of Multicultural Science Education (AMSE) session at the National Science Teachers Association, March 15-18, Atlanta, GA, USA.

Foster, J., Chowning, J., & Morrison, D. (2018). Teaching about the intersections of biology, race, and racism: Strategies, curriculum resources, and research. National Science Teachers Association, March 15-18, Atlanta, GA, USA.

Fortney, B., Morrison, D., Patterson, A., Szostkowski, A., & Upadhyay, B. (2018). Equity in science teacher education: Toward an expanded definition. National Association for Research on Science Teaching, March 10-13, Atlanta, GA, USA.

Nocella, M., & Morrison, D. (2017). Equity within NGSS: Strategies for culturally responsive teaching in the science classroom. National Science Teachers Association, March 30-April 2, Los Angeles, CA, USA.

Morrison, D. (2016). Building and Equitable Science Classroom Community: Strategies by and for Teachers. An Association of Multicultural Science Education (AMSE) session at the National Science Teachers Association Western Area Conference, November 10-12, Portland, OR, USA.

Morrison, D. (2016). White men aren’t the only scientists: Middle school students’ critical investigations into science. National Association for Research on Science Teaching, April 14-17, Baltimore, MD, USA.

Morrison, D. (2016). Strategies for promoting student participation in science practices: A teacher's organization of science classroom talk. National Association for Research on Science Teaching, April 14-17, Baltimore, MD, USA.

Morrison, D. (2016). Opportunities to Improve Equity in Your Classroom. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association, March 31-April 3, Nashville, TN, USA.

Morrison, D., & Geller, A. (2016). Video Pedagogies and Tools for Engaging in Ambitious Science Teaching Core Practices. Experiential session presented at the Association of Science Teacher Education (ASTE), January 7-9, Reno, NV, USA.

Morrison, D. (2015). A Teacher’s Power: Tangible Examples of Equity in Classroom Contexts. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association Area Conference, October 22-24, Reno, NV, USA.

Harris, D., Rodriguez, A., Morrison, D., & Morales-Doyle, D. (2015). Embracing Diversity in Science: Benefits and Challenges of Equitable Science Education from Multiple Perspectives. Invited panel, A NARST sponsored session at the National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. (2015). Lessons from Teachers to Improve Participation in Classroom Conversations for All Students. A NARST sponsored session at the National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. (2015). Critical Civic Inquiry In Science Contexts: Lessons from Teachers Engaging in Consciousness Raising and YPAR. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. & Peddicord, H. (2015). Don’t Tell, Let Them Inquire: Teaching Climate Science Through Data. National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. (2015). Culturally Relevant Pedagogy: How to Handle Diversity in the Elementary Classroom. National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D., Barchenger, C., & Byers, J. (2015). Claims, Evidence, Reasoning, and Modeling Oh My!: Student Shifts in Classroom Discourse. National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D., Barchenger, C., & Byers, J. (2015). Coaches’ Corner: How Teachers Help Other Teachers Engage with the NGSS Science Teaching Practices. National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. (2014). Critical Science Pedagogy Using A Youth Participatory Action Research Approach: Teachers’ Voice. American Educational Research Association, April 3-7, Philadelphia, PA, USA.

Campanella, M., & Morrison, D. (2014). A Science Teacher's Power: Concrete Strategies for Improved Classroom Equity. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association, April 3-6, Boston, MA, USA.

Morrison, D. (2014). Teacher Voices on Participatory Action Research (PAR) in Science Classrooms: A Critical Race Theory Analysis. National Association for Research on Science Teaching, March 30 - April 2, Pittsburgh, PA, USA.

Morrison, D. (2013). Critical Science Pedagogy: Intersections of PAR, Equity, and Climate Science. North American Association for Environmental Education, October 9-12, Baltimore, MD, USA.

Morrison, D., & Jackson, D. (2013). A wolf in sheep’s clothing?: A workshop to examine Academic Freedom Bills being proposed to guide science education from a CRT lens. Critical Race Studies for Education Association. May 29-31. Nashville, TN, USA.

Morrison, D. (2013). Critical Science Pedagogy: Research Based Thinking about Teaching and Learning. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association, April 13, San Antonio, TX, USA.

Morrison, D. (2012). Science Education Equity Discoveries (SEEDs): Transforming Teaching by Enacting Research in Classroom Equity. An Association of Multicultural Science Education (AMSE) session, National Science Teachers Association regional meeting, December 6, Phoenix, AZ, USA.

Wiley, K., & Morrison, D. (2012). A Teacher’s Power: Taking Responsibility for Racism in the Classroom. Critical Race Studies for Education Association. May 31-June 2. New York, NY, USA.

Morrison, D. (2012). When Can I Have a Say?: The influence of citizenship, identity, and belonging on the definition of science learning within a participatory democracy. Critical Race Studies for Education Association conference. May 31-June 2. New York, NY, USA.

Her Many Horses, I., & Morrison, D. (2011). The relationship between school context and novice teachers’ views of students. American Educational Research Association, April 8-12, New Orleans, LA, USA.

Morrison, D., & Otero, V. (2010). Re-Mediation of University-Based Science Teacher Education. National Association of Research on Science Teaching, March 21-24, Philadelphia, PA, USA.

Morrison, D., & Otero, V. (2009). Acculturation into Science Teaching: A Heterogeneous Process. Northern Rocky Mountain Educational Research Association, October 8-10, Jackson Hole, WY, USA.

Science Formative Assessment as a Lever for Equity - University of Colorado Collaborations

After having my children, I began to think more deeply about education and what I wanted to know about how to be effective in science teaching and learning. I realized that I was missing a lot of context in the US due to my lack of understanding about American history. I began to read a great deal about the complex institution that is US education. This new knowledge raised many other questions so I decided to apply to grad school and pursue a doctoral degree in science education.

After returning to Colorado as green card holders, I was able to work part time as a science teacher for the Colorado Options program through Aurora Public Schools. I worked with home schooled students in Boulder, Longmont and Broomfield during this time and was able to think a lot about the wide varieties of beliefs that students bring into educational spaces.

University of Colorado

In 2008 I began my doctoral work at the University of Colorado at Boulder in science education, instruction and curriculum. I came to understand why students, like those I had worked with, who represented some of the most marginalized students across the nation, were getting so short changed by the educational system. Wow, was social science graduate work different from scientific graduate work. Apparently there was a whole other language and set of skills I had to learn before I could even understand or begin to work on the things that most concerned me.

Dissertation Work

My dissertation research, conducted under Dr. Erin Furtak, explored the formative assessment practices of high school biology teachers and the potential of these practices to improve equity in their classrooms. My other research interests included work on critical science pedagogy, teacher learning communities as foci of classroom change, and understanding the intersectionality of race and gender disproportionality in school experiences and outcomes. I was able to pursue these other research interests through collaborations with peers and project work with other faculty.

  • 2015 Doctor of Philosophy in Curriculum and Instruction, Science Education, School of Education, University of Colorado at Boulder, Boulder, CO, USA. Committee: Dr. Erin Furtak (A), Dr. Margaret Eisenhart, Dr. Victoria Hand, Dr. Christina Sue, Dr. Jennifer Whitcomb. Dissertation: Formative assessment and equity: An exploration of opportunities for eliciting, recognizing and responding within science classroom conversations.

Work

  • 2008-2015, Educational Researcher, Science Education, Department of Instruction and Curriculum, School of Education, University of Colorado at Boulder, School of Education, Boulder, CO, USA.
  • 2010, Professional Learning as Leadership: Building Capacity in High School Biology Teaching, Outreach Award, Division of Continuing Education and Professional Studies, University of Colorado at Boulder, $5,000 Co-Applicant with Dr. Erin Furtak.

Professional Learning

  • Elementary Science Education (EDUC5215), College of Education, University of Colorado – Boulder. Held at Boulder, CO, USA. Taught one session: Fall 2012. https://sites.google.com/site/elementarysciencefall2012/
  • Step 1 - Inquiry Approaches to Teaching EDUC2020), CUTeach, College of Education, University of Colorado – Boulder. Held at Boulder, CO, USA. Taught two sessions: 2010, 2011.
  • Step 2 - Science Inquiry-Based Lesson Design (EDUC2030), CUTeach, College of Education, University of Colorado – Boulder. Held at Boulder, CO, USA. Taught two sessions: 2010, 2011.
  • Teaching Your First Course as Instructor of Record, Fall Workshop, August 18-20, 2010 & Spring Conference (Context & Engagement in the College Classroom), School of Education & Graduate Teacher Program, University of Colorado at Boulder. Held at Boulder, CO, USA, January 6-7, 2011.
  • Communicating Ideas Effectively: Balancing Concepts & Facts versus Experiences & Practice, Monday Workshop Series, School of Education & Graduate Teacher Program, University of Colorado at Boulder. Held at Boulder, CO, USA, October 18, 2010.

Awards

  • 2013-2014, Jhumki Basu Scholar, Equity and Ethics, NARST, $700 value plus mentoring and professional opportunities.
  • 2012-2013, Elizabeth A. Wilson Scholarship (Elementary Education Instruction), University of Colorado at Boulder, $1,000 plus research stipend for the year for a total value ~$10,000.
  • 2009-2012, Institutional Tuition Merit Scholarship, University of Colorado at Boulder, $1,000/semester
  • 2009 , Doctoral Student Institution Attendance Scholarship, NARST, Summer School Research Institute (now Sandra K. Abell Institute for Graduate Students), participation and lodging expenses
  • 2008, Doctoral Fellowship, School of Education, University of Colorado at Boulder, $14,000

Related Publications

Furtak, E. M., Kang, H., Pellegrino, J., Harris, C., Krajcik, J., Morrison, D., Bell, P., Lakhani, H., Suárez, E., Buell, J., Nation, J., Henson, K., Fine, C., Tschida, P., Fay, L., Biddy, Q., Penuel, W., & Wingert, K. (2020). Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (p.1487-1494). Nashville, Tennessee: International Society of the Learning Sciences.

Furtak, E. M., Heredia, S. C., & Morrison, D. (2019). Formative assessment in science education: Mapping a shifting terrain. In H. Andrade, R. E. Bennett, & G. J. Cizek, Handbook of Formative Assessment, Volume Two (pp. 97-125). New York, NY: Routledge.

Furtak, E. M. & Morrison, D. (2018). “The Elevate Learning Progression”. E. M. Furtak (Ed), Teacher Participation in Formative Assessment Practice With Learning Progressions (Chapter 2). NY, New York: Routledge. See https://www.routledge.com/Supporting-Teachers-Formative-Assessment-Practice-with-Learning-Progressions/Furtak/p/book/9781138672291

Furtak, E. M., Morrison, D., & Scheuermann, H. (2018). “Quality Formative Assessment Tasks”. E. M. Furtak (Ed), Teacher Participation in Formative Assessment Practice With Learning Progressions (Chapter 5). NY, New York: Routledge. See https://www.routledge.com/Supporting-Teachers-Formative-Assessment-Practice-with-Learning-Progressions/Furtak/p/book/9781138672291

Furtak, E. M., Morrison, D., & Circi, R. (2018). “Student Learning”. E. M. Furtak (Ed), Teacher Participation in Formative Assessment Practice With Learning Progressions (Chapter 7). NY, New York: Routledge. See https://www.routledge.com/Supporting-Teachers-Formative-Assessment-Practice-with-Learning-Progressions/Furtak/p/book/9781138672291

Furtak, E. M., Kiemer, K., Heredia, S. C., & Morrison, D. (2018). “Cross-Case Analyses”. E. M. Furtak (Ed), Teacher Participation in Formative Assessment Practice With Learning Progressions (Chapter 8). NY, New York: Routledge. See https://www.routledge.com/Supporting-Teachers-Formative-Assessment-Practice-with-Learning-Progressions/Furtak/p/book/9781138672291

Heredia, S. C., Furtak, E. M., & Morrison, D. (2016). Exploring the influence of plant and animal item contexts on student response patterns to natural selection multiple choice items. Evolution: Education and Outreach, 9(1), 10.

Furtak, E.M., Kiemer, K., Circi, R., Swanson, R., de Leon, V.A., Morrison, D., & Heredia, S. (2016). Teachers' Formative Assessment Abilities and Their Relationship to Student Learning: Findings from a Four-Year Intervention Study. Instructional Science, 44, 267-291.

de León, V., Furtak, E. M., Morrison, D., & Swanson, R. (2016). Learning Progressions as Tools for Classroom Practice. Proceedings of the 12th International Conference of the Learning Sciences, 2 – Transforming Learning, Empowering Learners (pp.1247–1248). International Society of the Learning Sciences.

Morrison, D. (2016). One Day, Multiple Feedback Loops. In Furtak, E.M., Glasser, H.M., & Wolfe, Z.M. The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning (pp. 95-100). NSTA Press. See https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316146

Heredia, S.C., Furtak, E.M., Morrison, D., & Renga, I. (2016). Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design. Journal of Science Teacher Education.

Morrison, D. (2015). Formative assessment and equity: An exploration of opportunities for eliciting, recognizing, and responding within science classroom conversations. Doctoral Dissertation.

Furtak, E. M., Morrison, D., & Kroog, H. (2014). Investigating the Link Between Learning Progressions and Classroom Assessment. Science Education, 98(4), 640-673.

Furtak, E. M., Morrison, D., & Henson, K. (2010). Centering a Professional Learning Community on a Learning Progression for Natural Selection: Transforming Community, Language, and Instructional Practice. Proceedings of the 9th International Conference of the Learning Sciences, 1, 129–136). International Society of the Learning Sciences.

Related Presentations

Heredia, S., Furtak, E., Morrison, D., & Gröschner, A. (2021). The disciplinary nature of science teachers’ talk in the process of formative assessment design. International Society of Learning Sciences, June 7-11, 2021, Bochum, Germany.

Morrison, D. (2018). Promoting Equity Science Learning Participation: Strategies for Formative Assessment and Science Classroom Talk. National Science Teachers Association Regional Meeting, Nov. 14-17, National Harbor, VI, USA.

Heredia, S. C., Furtak, E. M., Morrison, D., & Renga, I. (2015). Science teachers’ representations of practice as a resource in the development of formative assessment tools. National Association for Research on Science Teaching, April 11-14, Chicago, IL, USA.

Morrison, D. (2015). The Role of Formative Assessment within Critical Science Pedagogy. Multicultural/Equity in Science Education Share-a-Thon, National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D. & Heredia, S. (2015). Writing to Learn Together: Formative Assessment as a Process of Scientific Writing and Peer Review. National Science Teachers Association, March 12-15, Chicago, IL, USA.

Morrison, D., Heredia, S., & Furtak, E.M. (2014). What’s in a word?: Formative assessment of students’ everyday understandings of “adapt”. Accepted but not presented at the Culturally Relevant Evaluation and Assessment, , September 18-20, Oak Brooks, IL, USA.

Morrison, D., & Furtak, E.M. (2014). Promoting Formative Assessment Practices and Tools that Support Equitable Science Classrooms. National Association for Research on Science Teaching, March 30 - April 2, Pittsburgh, PA, USA.

Morrison, D. (2014). Shifting Teachers’ Discourse of Students: The Role of Formative Assessment within Critical Science Pedagogy. Jhumki Basu and Hedy Moscovici Scholars Symposium, National Association for Research on Science Teaching, March 30 - April 2, Pittsburgh, PA, USA.

Morrison, D. (2013). Towards equitable science classrooms: Formative assessment as a tool for shifting teachers’ discourses on students. Culturally Relevant Evaluation and Assessment, April 22, Chicago, IL, USA.

Furtak, E. M., Morrison, D., & Heredia, S. (2013). Challenges in developing classroom assessments linked to multidimensional learning progressions. National Association for Research on Science Teaching, April 6, Puerto Rico.

Furtak, E. M., Heredia, S., & Morrison, D. (2012). Conversations About Common Formative Assessment: An Analysis of a Teacher Learning Community. American Educational Research Association, April 13-17, Vancouver, BC, Canada.

Heredia, S., Furtak, E. M., & Morrison, D. (2012). Item Context: How Organisms Used to Frame Natural Selection Items Influence Student Response Choices. National Association of Research on Science Teaching, March 25-28, Indianapolis, IN, USA.

Furtak, E.M., Morrison, D., Iverson, H., Ross, M., & Heredia, S. (2011). A Conceptual Analysis of the Conceptual Inventory of Natural Selection: Improving Diagnostic Utility Through Within Item Analysis? National Association of Research on Science Teacher Education, April 3-6, Orlando, FL, USA.

Furtak, E. M., Morrison, D., & Henson, K. (2010). Centering a Professional Learning Community on a Learning Progression for Natural Selection: Transforming Community, Language, and Instructional Practice. International Conference of the Learning Sciences. June 29-July 2, Chicago, IL, USA.

Furtak, E. M., Roberts, S. A., Morrison, D., Henson, K., & Malone, S. (2010). Linking an Educative Learning Progression for Natural Selection to Teacher Practice: Results of an Exploratory Study. American Educational Research Association, April 30-May 4, Denver, CO, USA.

Equity and Justice in Education Collaborations

During my graduate work and since that time I have had amazing collaborations with diverse folks across learning sciences and educational research fields. I have so many questions about racism, oppression in general, the lived worlds of students I think should be succeeding and participating in science but whom others view as unable, unmotivated or deficit in some other way. With my various collaborators I have had the honor and responsibility to focus on anti-oppression throughout all my work.

Work

  • Boulder High School Science Collaborative with Dr. Sara Heredia. Co-designed and facilitated teacher professional learning community work around equitable science pedagogy. Held in Boulder, CO, USA between August 2013-May 2014.
  • 2011-2012, Educational Consultant, Space Science Institute, Discover Earth Exhibit, Boulder, CO, USA.
  • 2009-2012, Racial Initiatives for Students and Educators (RISE), School of Education, University of Colorado at Boulder, Boulder, CO, USA

Guest Lectures

  • Critical race spatial analysis and community mapping. In Geography 380 – Community Mapping, taught by Maleea Acker in Spring 2021, Department of Geography, University of Victoria, BC, Canada. To be held virtually on February 4, 2020.
  • Critical race spatial analysis and community mapping. In Geography 380 – Community Mapping, taught by Maleea Acker in Fall 2020, Department of Geography, University of Victoria, BC, Canada. Held virtually on November 13, 2020.

Related Publications

Annamma, S. A. & Morrison, D. (2018). Identifying dysfunctional education ecosystems: A DisCrit analysis of bias in the classroom. Equity & Excellence in Education, 51(2), p.114-131.

Annamma, S. A. & Morrison, D. (2018). DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education landscapes. Teaching and Teacher Education, 73, 70-80.

Kavanagh, S. S., Shahan, E., & Morrison, D. (2018). The core practices of the University of Washington’s U-ACT Program. In Pam Grossman (Ed.) Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.

Kavanagh, S. S., Shahan, E., & Morrison, D. (2017). Core Practices of Teaching: A Primer. Seattle, WA: Teacher Education by Design (website resources at https://tedd.org/blog/core-practices-of-teaching-a-primer/).

Annamma, S. A., Jackson, D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race, Ethnicity and Education, 20(2), 147-162.

Morrison, D., Annamma, S.A., & Jackson, D. (Eds). (2017). Critical Race Spatial Analysis: Mapping to understand and address educational inequity. Sterling, VA: Stylus Publishing. Peer Reviewed. See https://sty.presswarehouse.com/books/BookDetail.aspx?productID=467834

Annamma, S.A., Morrison, D., & Jackson, D. (2017). Searching for educational equity through critical spatial analysis. In Morrison, D., Annamma, S.A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 1, pp. 3-7). Sterling, VA: Stylus Publishing. Peer Reviewed. See https://sty.presswarehouse.com/books/BookDetail.aspx?productID=467834

Morrison, D. & Garlick, G.S. (2017). Geospatial tools for use in educational equity research. In Morrison, D., Annamma, S.A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 4, pp. 51-66). Sterling, VA: Stylus Publishing. Peer Reviewed. See https://sty.presswarehouse.com/books/BookDetail.aspx?productID=467834

Morrison, D., Annamma, S.A., & Jackson, D. (2017). Critical Spatial Analysis in Education: Today and Tomorrow. In Morrison, D., Annamma, S.A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 10, pp. 167-172). Sterling, VA: Stylus Publishing. Peer Reviewed. See https://sty.presswarehouse.com/books/BookDetail.aspx?productID=467834

Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline, and Special Education in the School-to-Prison Pipeline. Berkeley Review of Education, 5(1), 53-87.

Related Presentations

Annamma, S. A., Morrison, D., & Jackson, D. (2017). A critical sympathetic touch: Shifting from classroom management to dismantle the school to prison pipeline. American Educational Research Association, April 27-May 5, San Antonio, TX, USA.

Morrison, D. (2016). Critical race theory and spatial analysis: Cases of praxis to disrupt racial injustice. American Educational Research Association, April 8-12, Washington, DC, USA.

Annamma, S., Jackson, D., & Morrison, D. (2016). Conceptualizing Color-Evasiveness: Using Disability Critical Race Theory to Expand Notions of Color Blindness. American Educational Research Association, April 8-12, Washington, DC, USA.

Annamma, S., Morrison, D., Jackson, D., & Garlick, G.S. (2014). The Colorado School-to-Prison Pipeline: What Spatial Analysis Uncovered. American Educational Research Association, April 3-7, Philadelphia, PA, USA.

Morrison, D., & Garlick, G.S. (2014). Understanding Spatial Components of Educational Equity Research. American Educational Research Association, April 3-7, Philadelphia, PA, USA.

Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality Fills in the Gaps: Special Education and the School-to-Prison Pipeline. American Educational Research Association, April 3-7, Philadelphia, PA, USA.

Morrison, D., & Mendoza, E. (2013). Inquiry as a tool for mediated praxis in service of racial equity. Critical Race Studies for Education Association. May 29-31. Nashville, TN, USA.

Wiley, K., & Morrison, D. (2012). A Teacher’s Power: Taking Responsibility for Racism in the Classroom. Critical Race Studies for Education Association. May 31-June 2. New York, NY, USA.

Annamma, S, Morrison, D., & Jackson, D. (2011). Disproportionality Fills in the Gaps: Connections between achievement, discipline and special education in the school to prison pipeline. Critical Race Studies for Education Association. May 19-21. Austen, TX, USA.

Annamma, S., Bien, A., Jackson, D., Mendoza, E., Morrison, D., & Paguyo, C. (2010). Disrupting Racist Discourses: An Exercise in Praxis in a School of Education Community. Critical Race Studies in Education Association, May 13-15, Salt Lake City, UT, USA.

As an Educator

In 1998 I started onto a pathway to become an educator. This pathway has taken me into a variety of learning contexts and is very much a part of how I now identify. I am still on this journey as I explore new ways to foster learning for both myself and others.

Teaching Undergraduate Biology Labs

I had the opportunity to teach undergraduate biology laboratory classes for the Population Ecology course run by Dr. Herbert Kronzucker. In my many conversations with him about science and education I came to think of myself as an educator as well as a scientist. I really enjoyed my experiences in the classroom but was a little disheartened at times that not all my students had a love of learning about science...instead some of them were just "playing school" to get to a particular goal such as med school or a high paying job. I love science! I couldn't understand why this was not so central to my students.

In 2000, before finishing my master's thesis, my partner and I decided to move to the US. My partner left Ontario to move to Colorado where he had found work in January of that year and I was able to join him by September of 2000. I spent that year writing my masters thesis, working on publications and trying to decide which direction to take my life in. Education won out.

Middle School Science Teaching

In 2001 I began working for John Dewey Middle School in Mapleton Public Schools as a middle school science teacher. While I didn't know it at the time I had landed in one of the best supported, most dedicated and innovative settings available to me. I was coached by two senior special education teachers on how to teach and so learned science teaching as a fundamentally differentiated practice, with attention to the needs of each individual student. I was surrounded by collaborative grade level peers who co-planned across subject areas and worked as a team to understand and support each of our students. I was guided by a principal who had assembled one of the most dedicated staffs and stood behind them while also pulling them aside to give clear concise advice when needed.

I was in a classroom with a widely diverse student body who spoke multiple languages, had different ability classifications and challenges, were racially very different from each other and who were at the shift between childhood and adulthood (7th and 8th grades). I saw both anger at schooling and desire to learn in them. I saw curiosity and cynicism I learned to give respect before expecting it. I learned that teaching was about communication and relationships and love of understanding each other and the world around us. I learned that I loved the classroom, the students, the work of science education. I learned that not everyone saw this enterprise as did I.

  • Science, 8th grade, John Dewey Middle School, Mapleton School District, CO, USA, 2002-2004.
  • Science, 7th grade, John Dewey Middle School, Mapleton School District, CO, USA, 2001-2002.

Options - Homeschooling Support

After taking some time off to be with my infant children, I began teaching again in the Colorado Options program that provided instructional support for homeschooling families.

  • Science, 8-10th Grade, Options School (Boulder, Longmont and Broomfield Sites), Aurora Public Schools, Aurora, CO, USA, 2007-2008.
  • U.S. History, Options School (Longmont Site), Aurora Public Schools, Aurora, CO, USA, 2008.

CU Teach and Teacher Education

During my graduate work in education, I taught in a wide variety of university teacher education based courses (see vita) with fantastic co-teachers and/or mentors such as Dr. Craig Schneider, Dr. Erin Furtak, Dr. Valerie Otero, Julie Andrew, Dr. Victoria Hand, Dr. Sue Hopewell, Dr. Ben Kirshner, Dr. Shelley Zion, Dr. Elizabeth Mendoza, Dr. Adam York, Dr. Susan Buhr, and Emily Kellagher.

Middle School Earth Science

Between 2014-2016 I had the honor of working with dedicated colleagues at Broomfield Heights Middle School. I deeply enjoyed the days spent with students thinking about how to best foster scientific literacy, critical thinking and equity in science learning. I was sad to leave these colleagues and students when I immigrated back to Canada in May of 2016.

  • Earth Science, 8th Grade, Broomfield Heights Middle School, Mapleton School District, CO, USA, 2014-2016.

Consulting Work

Due to many of my amazing peers and mentors all over the place I've had some great opportunities to consult on issues of science education and equity including working with 500 Women Scientists, Earth Science Women's Network, Aspen Global Change Institute, BVSD, NASA, TFA and the Billion People Project. Thanks to all those who have participated in this work as it is often difficult, both emotionally and in finding resources, to be able to engage in meaningful equity focused work in science education. I have run most of this consulting work through my own LLC.