BernNadette’s experiences as a K-12 teacher & school leader, as well as her educational experiences as a UC Davis Education PhD candidate and teacher educator-scholar fellow fuel her passion for executing and promoting classroom inquiry which leads to improved educational outcomes for ALL students–especially the most vulnerable and underserved. BernNadette’s unique set of personal and professional experiences provide a rich and valuable backdrop for her research agenda which promotes innovations that improve the educational t
My multi-faceted teaching experience as a high school biology teacher and as an instructor in educational school gardens, organic farms, and wilderness preserves, has spurred my interest in and commitment to social and environmental justice—in particular, I want to investigate how best to foster both through and within science education. Additionally, I am interested in how science is used within these social and environmental transformative processes.
David is PhD candidate in the School of Education, pursuing a designated emphasis in Writing, Rhetoric, and Composition Studies. David loves teaching college students writing skills and knowledge that will help them navigate college, career, and life. His research, then, focuses primarily on pedagogical issues and advancements, especially effective pedagogical integration of digital technologies such as social media sites and apps.
Amanda is a doctoral student interested in adult agricultural education. Her research interests include the development of novel agricultural extension education practices that impact developing country farmers, particularly women.
I research noncognitive constructs in K12 settings using computational psychometrics. Drawing on intensive, multi-modal data this research produces learning analytics offering individual-level insights and also, in aggregate, inform teaching and policy. This practice-embedded research foregrounds the needs of teachers and students, with a critical SES perspective.
The manner in which students learn mathematics and how they identify with mathematics provide the foundation of my research interests. I am interested in examining pre-service teacher math identity, pedagogical strategies along with how teachers are selecting and integrating educational technology.
California State University Sacramento
Masters of Arts in Educational Technology (iMET 13)
DJ Quinn has taught at community colleges and four-year institutions, and has worked on flipping classrooms, contract grading, and other student-focused initiatives for increasing retention and transfer for First-Year Composition. His research interests live at the intersection of technology and engagement, and increasing academic access for students from culturally, linguistically, and socioeconomically diverse backgrounds.
Carolina is a doctoral candidate in the School Organization and Education Policy emphasis area. During her time at Davis, she has been a research assistant in the California Education Lab, as well as a teaching assistant for several School of Education undergraduate courses. Carolina’s primary research interests include the role of broad-access public universities in promoting undergraduate education. She is also interested in undergraduate mobility and how transfer pathways impact persistence.
Teaching mathematics has become a political movement. There is controversy over the most effective methods for student learning. Classroom practices influence the perceptions and identities that our students carry with them. My goal is to encourage everyone to have a positive relationship with mathematics.
“The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.”
(Robert Frost, 1922)
Ph.D. candidate at University of California Davis, majoring in Education in the School Organization & Educational Policy (SO&EP) program, with a focus on Higher Education, cultural pluralism and bilingualism. (In progress. Courses taken: )
M.A. in Linguistics, Gallaudet University, Washington, DC (including consortium classes at Georgetown University and the University of the District of Columbia). (Courses taken: )
B.A. in Mathematics (Computer Science option), California State University, Fresno (including one semester at Ohlone College in Fremont, CA). (Courses taken: )
Language Arts and Literature, Instructor Credential, BGO-CCC 
The Spanish Black Legend, SPA 147, Spring 2017, UC Davis.
Introduction to Sociology, SOC 001, Spring 2017, Fall 2016, UC Davis.
Third-quarter Calculus, MAT 021C, Winter 2017, UC Davis.
Issues in Higher Education, EDU 130, Fall 2016, Fall 2015, Spring 2014, Spring 2012, UC Davis.
Human Sexuality, HDE 012, Spring 2016, Fall 2015, UC Davis.
Social Problems, SOC 003, Winter 2016, UC Davis.
Cross-Cultural Study of Children, HDE 103, Spring 2015, UC Davis.
Philosophical and Social Foundations of Education, EDU 120, Winter 2014, UC Davis.
Sociology of Popular Culture, SOC 025, Fall 2013, UC Davis.
Educating Children with Disabilities, EDU 115, Spring 2013, UC Davis.
Educational Psychology: General, EDU 110, Fall 2012, UC Davis.
First-quarter Calculus, MAT 016A (two sections), Fall 2011, UC Davis.
Language Pedagogy for Teacher Educators, LIN 310 (volunteer), Fall 2010, UC Davis.
Third-semester Calculus, MATH 77 (two sections), Fall 1990, CSU Fresno.
I am interested in feedback in online courses. I am passionate about the potential for online courses to make post-secondary education more accessible for all students. As such I am dedicated to rigorously studying this context with the hopes of improving online education.
Ph.D. Student in Education
M.A. in Education, University of California, Davis 2012
Single Subject Credential in English, University of California, Davis 2011
I am interested in working with underrepresented populations to understand the processes that enhance (or hinder) their opportunities to access higher education. I am also interested in studying the benefits of drama and poetry in culturally and linguistically diverse classrooms for language acquisition and writing.
Over the course of many years working with children, I have been inspired and fascinated by the infinite variety of ways in which they learn. In my research I hope to clarify the role socio-emotional challenges play in mitigating learning processes and to develop adapted SEL platforms for the improved communication, attention, and interaction crucial for successful education.