Faculty ProfileEMPHASIS AREA: SCI/AG. Science Education, Groupwork, Race and Schooling, Social Emotional Intelligence, Social Justice Education, Literacy in Science
Alexis Patterson Assistant Professor
Alexis Patterson, Ph.D., joined the School of Education in July 2015 as an Assistant Professor in science education. She is currently a CAMPOS Faculty Scholar and is excited to work with her cohort to develop a research center that focuses on increasing the participation of women of color in STEM related fields.
Dr. Patterson’s research lies at the intersection of equity studies, social psychology, and science education. Recent projects have focused on equity issues that arise when students work together on group projects in science and the role social-emotional skills play in facilitating equitable interactions between students. Driving her research is the desire to study the challenges facing those in the field of science education in order to reframe science learning in terms of diversity and access.
Dr. Patterson is a native Californian and received her undergraduate degree from UC Berkeley and her Master’s degree from Stanford University. She received her doctorate in Curriculum Studies and Teacher Education in Science from Stanford’s Graduate School of Education. Prior to graduate school, she worked in Oakland Unified School District as an assistant director of an after school program, as a middle school science teacher, and as an intervention instructor at an elementary school. Dr. Patterson earned her Multiple Subject Teaching Credential from CSU East Bay.
Ph.D., Stanford Graduate School of Education, Curriculum Studies and Teacher Education 2015
M.A., Stanford Graduate School of Education, Policy, Organization, and Leadership Studies 2009
B.A., University of California, Berkeley, Geography and Psychology 2005
Science Education, Groupwork, Race and Schooling, Social Emotional Intelligence, Social Justice Education, Literacy in Science, Argumentation and Dialogic Instruction
Patterson, A., Roman, D., Friend, M., Osborne, J., & Donovan, B. (2018). Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education, 40(3), 291-307.
Patterson, A., Morrison, D., & Schinel, A. (2017). What’s science got to do with it? Possibilities for social justice in science classroom teaching and learning. S. Pennell, A.S. Boyd, H. Parkhouse, & A. LaGarry (Eds), Possibilities in practice (pp.145-158). Bern, Switzerland: Peter Lang US.
Szu, E., Osborne, J., & Patterson, A. D. (2017). Factual accuracy and the cultural context of science in popular media: Perspectives of media makers, middle school students, and university students on an entertainment television program. Public Understanding of Science, 26(5), 596-611.
Brown, B. A., Henderson, J. B., Gray, S., Sullivan, S., Donovan, B., Patterson, A., & Wagstaff, W. (2015). Jumping through hurdles: On contingencies and African-American science pathways. Journal of Research in Science Teaching.
Osborne, J. & Patterson, A. (2012). Authors’ response to “For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson” by Berland and McNeill. Science Education, 96(5), 814-817.
Osborne, J., MacPherson, A., Patterson, A., & Szu, E. (2012). Introduction in M.S. Khine (Ed.) Perspectives on scientific argumentation: Theory, practice and research. (pp. 3-15). Springer Netherlands.
Osborne, J. & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638.
Patterson, A. (in preparation). Exploring Small Group Interactions: Implications of Status, Context, and Social Emotional Skills
Roman, D., Patterson, A., Osborne, J., Donovan, B., & Friend, M. (in preparation). Teaching Reading in Science.
Fellowships, Grants & Awards
Center for the Advancement of Multicultural Perspectives on Science (CAMPOS) Faculty Scholars Program, UC Davis 2015
Diversity Dissertation Research Opportunity Grant, Stanford University 2014
Jhumki Basu Scholars Program, National Association for Research in Science Teaching (NARST) 2012
National Association for Research in Science Teaching
American Education Research Association
International Association for the Study of Cooperation in Education
Science Educators for Equity Diversity and Social Justice
When Dr. Alexis Patterson joined the School of Education faculty as an Assistant Professor of Elementary Science Education in Fall 2015, she was invited to join the UC Davis CAMPOS faculty scholars. CAMPOS, or Center for Advancing Multicultural Perspectives on Science, is an initiative of UC Davis ADVANCE, which is funded through the National Science Foundation’s ADVANCE program. CAMPOS seeks to promote women’s participation in the advancement of academic careers in science, social science, technology, engineering and mathematics (STEM).