Cynthia M. Passmore

Research Interests

Science Education; Secondary Education

Professional Experience and Accomplishments

University of California, Davis: School of Education

Professor, Science Education (2015-present)

• PI NSF awards: CORE Research (collaborative): Exploring Teacher Tolerance for Ambiguity, $750,000; Conference grant: Shaping the Future of Curriculum-Based Professional Learning, $200,000;  DRK-12 Grant: Modeling High School Biology $2,999,633
• co-PI James S. McDonnell Foundation grant: Developing a model of teacher learning to support classroom enactment of purposeful sensemaking $ 2,497,997
• Interim Chair (June-Dec 2023) and Acting Chair (July 2025-June 2026) Teacher Education Program
• Chair & Vice-Chair University of California Committee on Committees (UCOC), 2019-2021
• Member, National Academies of Sciences, Engineering and Medicine (NASEM) consensus panel on role of investigation and design in secondary science classrooms. 2017-19; Member, NASEM committee to plan workshop on curriculum materials in science, 2017
• Associate Dean School of Education (June-Dec. 2015)
• Co-editor of NSTA bestselling book Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices.
• PI/Project Director Sacramento Area Science Project (since 2004)

Associate Professor, Science Education (2009-2015)

• Principal Investigator S.D. Bechtel Jr. Foundation Grant: Innovations in STEM Teaching, Achievement & Research (I-STAR)
• Carnegie Corporation of New York: Learning While Teaching project subawardee
• Co-lead on development and implementation of NGSX a hybrid professional learning experience taken by over 13,000 teachers since its inception
• Chair, Graduate Group in Education (2010-2015)

Assistant Professor, Science Education (2002-2008)

• PI NSF Teacher Professional Continuum Grant: Inquiry into Practice
• PI NSF GK-12 grant: Collaborative Classroom-based Inquiry and Fellows Project
• Co-PI NSF UBM Grant: Collaborative Learning and the Interface of Mathematics and Biology
• Taught teacher education and graduate courses in science education

University of Wisconsin, Madison (1997-2002)

Graduate Student Researcher

• Wisconsin Center for Education Research

• National Center for Improving Student Learning and Achievement in Mathematics and Science, Secondary Design Collaborative

Teaching Experience (prior to joining faculty at UC Davis)

Assistant Lecturer (2001)

Edgewood College, Madison, Wisconsin. Secondary Science Methods

High School Teacher

• Monona Grove High School, Monona, Wisconsin (1999-2000)
• Crescenta Valley High School, La Crescenta, California (1994-1997)

Teaching Assistant and Supervisor of Student Teaching (1998)

University of Wisconsin-Madison, Secondary Science Program

Peace Corps Volunteer— Science and Math Teacher (1992-1994)

Luchenza Secondary School, Luchenza, Malawi

Education

University of Wisconsin-Madison
Doctor of Philosophy, Curriculum and Instruction—Science Education

Master of Science, Curriculum and Instruction—Science Education

San Diego State University
Bachelor of Arts, cum laude, Physical Education/Human Biology

Funded Research Activities

CORE Research (collaborative): Exploring Teacher Tolerance for Ambiguity. National Science Foundation (#2501109). Chris Wilson, Cynthia Passmore, Principal Investigators. August 2025-July 2028. $750,000

Conference: Shaping the Future of Curriculum-based Professional Learning in Science Education. Cynthia Passmore, Principal Investigator. National Science Foundation (#2534508). Sept 2025-Aug 2026. $200,000

Extending and Investigating the Impact of the High School Model-Based Educational Resource. Revising and studying the high school biology curriculum to reflect integrated Earth science content. National Science Foundation (DRL #1814263) Chris Wilson, Cynthia Passmore, Principal Investigators, co-PI Molly Stuhlsatz. July 2018-June 2022. $2,999,633

Developing a model of teacher learning to support classroom enactment of purposeful sensemaking. James S. McDonnell Foundation Teachers as Learners Initiative. Brian Reiser, Principal Investigator, co-PIs Cynthia Passmore and Bill Penuel 1/1/18-12/31/23 $2,497,997

Modeling Scientific Practice in High School Biology: A Next Generation Instructional Resource. Project developing a yearlong high school biology instructional sequence and pedagogical supports aligned to the Next Generation Science Standards. Cynthia Passmore, Principal Investigator. Co-PIs Julia Gouvea & Richard Grosberg. National Science Foundation. 10/1/13-9/30/17. $1,950,000.

Innovations in STEM Teaching, Achievement & Research (I-STAR). Project working with 30 K-12 Science and Math teachers to come to deeper understanding of the mathematics, science & engineering practices in the Next Generation Science Standards and Common Core Mathematics. Cynthia Passmore, Principal Investigator. Rebecca Ambrose, Heidi Ballard & Tobin White co-PIs. S.D. Bechtel Jr. Foundation. 6/1/12-8/31/15. $1,600,000

Inquiry into Practice. A project researching science teacher professional development in the Innovations in Science Instruction through Modeling program. Cynthia Passmore, Principal Investigator, Wendell Potter & Judi Kusnick, co-PIs. National Science Foundation, 11/01/06-11/01/11, $1,746,116.

Collaborative Learning at the Interface of Mathematics and Biology. An undergraduate research training grant funded by the National Science Foundation, Rick Grosberg, Principal Investigator; Cynthia Passmore & Angela Cheer, co-PIs., 10/1/05 9/30/11, $718,637.

Collaborative Classroom-based Inquiry Project. A National Science Foundation GK-12 grant. Cynthia Passmore, Principal Investigator (assumed responsibility after the death Evelyn Sylvia), Wendell Potter, co-PI, 7/1/2004-6/30/2008, $1,568,390.

Sacramento Area Science Project. California Science Project administered through UC Office of the President, Cynthia Passmore Principal Investigator 7/1/04-present, awards range from 40,000-60,000 per year. In addition, the project is the site of school district contract work and California Department of Education grants. Awards plus fee for service activity totals over $1.1M as of 2026.

Student Reasoning in Model-Based Science: Exploring Earth Science. Cynthia Passmore, Rich Hedman, and Erik Nemer. Cooperative Research and Extension Services for Schools, 1/1/04-6/30/04, $3000.

Broadcast, Print or Electronic Media

modelbasedbiology.com

modelinglivingearthbiology.org

Publications: Journals, Books, Book Chapters, and Proceedings

Moving Learners from Data Skills to Data Inquiry with Messy Data. Ostrom, T. & Passmore, C. Science Scope 49 (1), 37-43. (2026)

Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together. Alzen, J.L., Buell, J.Y., Edwards, K., Griesemer, C.D., Zhang, Y., Passmore, C., Penuel, W.R. and Reiser, B.J. Science Education. (2025)

Characterizing variations in the figured worlds of teachers and students in science class. Alzen, J.L., Buell, J.Y., Edwards, K., Reiser, B.J., Passmore, C., Penuel, W.R., Griesemer, C.D. and Zhang, Y., 2024. Journal of Research in Science Teaching. (2024)

A case for the model-based reasoning classroom. Beauchamp, A., & Passmore, C. Age of Inference: Cultivating a Scientific Mindset, 213.(2021)

Exploring the connections between epistemic agency and a commitment to the collective enterprise of sensemaking in the science classroom. Alzen, J. L., Edwards, K., Penuel, W. R., Reiser, B. J., Passmore, C., Griesemer, C., … & Murzynski, C. Journal of Research in Science Teaching (2020).

Tensions Between Learning Models and Engaging in Modeling. Guy-Gaytán, C., Gouvea, J. S., Griesemer, C., & Passmore, C. (2019). Science & Education, 28(8), 843-864.

Models of versus Models for: Toward and agent based conception of modeling in the science classroom. Julia Gouvea & Cynthia Passmore. Science & Education (24)7

Discursive strategies that foster an epistemic community for argument in a biology classroom. Ellice Ann Forman, Virginia Ramirez-DelToro, Lisa Brown, Cynthia Passmore. (2017) Learning and Instruction 48, 32-39.

Biological evolution: Unity and Diversity. Cynthia Passmore, Julia Svoboda, Candice Guy, Chris Griesemer. Chapter in Disciplinary Core Ideas: Reshaping Teaching and Learning. Ravit Golan Duncan, Joseph Krajcik & Ann Rivet (Eds.) National Science Teachers Association Press. (2017)

Helping Students Makes Sense of the World Using Next Generation Science and Engineering Practices. Christina Schwarz, Cynthia Passmore & Brian Reiser (Eds.) National Science Teachers Association Press. Co-author of 3 chapters within the volume as well. (2017)

Models. Cynthia Passmore. In The Encyclopedia of Science Education. Richard Gunstone (Ed.) Springer Netherlands. (2015)

Models in Science and in Learning Science: Focusing Scientific Practice on Sense-making. Cynthia Passmore, Julia Gouvea, & Ronald Giere. In International Handbook of Research in History, Philosophy and Science Teaching Michael Matthews (Ed) pp. 1171-1202. Springer Netherlands. (2014).

A framework for model-based inquiry through agent-based programming. Lin Xiang, & Cynthia Passmore. Journal of Science Education and Technology, 1-19. (2014). 

Beyond Comparisons of Online Versus Face-to-Face PD Commentary in Response to Fishman et al.,“Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation. Jean Moon, Cynthia Passmore, Brian Reiser, & Sarah Michaels.  Journal of Teacher Education. (2013).

The strategies of modeling in biology education. Julia Svoboda, & Cynthia Passmore. Science & Education, 22(1), 119-142. (2013).

Making Sense of Natural Selection: Developing and Using the Natural Selection Model as an Anchor for Practice and Content. Cynthia Passmore, Elizabeth Coleman, Jennifer Horton, & Heather Parker. The Science Teacher, 80(6), 43. (2013)

Exploring opportunities for argumentation in modelling classrooms. Cynthia Passmore, & Julia Svoboda. International Journal of Science Education, 34(10), 1535-1554. (2012).

The Use of Agent-based Programmable Modeling Tool in 8th Grade Students’ Model-Based Inquiry.  Lin Xiang & Cynthia Passmore. The Journal of the Research Center for Educational Technology, V6 (2), 130-147. Fall 2010.

Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement. Julia Svoboda & Cynthia Passmore. CBE-Life Sciences Education, 9: 266-276. Fall 2010.

Modeling for Understanding in Science Education (Project MUSE): Involving High School Students in Evolutionary Biology with Realistic Problems and Causal Models. Jim Stewart, Cynthia Passmore & Jennifer Cartier. Biology International, 47: 78-88. Fall 2010.

Writing Better Lab Reports: A teacher research project to improve the quality of students’ writing. Porter, R., Gurienti, K., Brydon, B., Robb, J., Royston, A., Painter, H., Passmore, C. & Smith, M. The Science Teacher. January 2010.

Model-Based Inquiry and School Science: Creating Connections. Cynthia Passmore, Jim Stewart, & Jennifer Cartier. School Science and Mathematics. November 2009.

Teacher Research: Challenging Our Assumptions, an Investigation into Student Understanding of the Gas Laws. Lori I. Robins, Gisela Villagomez, Derek Dockter, Elizabeth Christopher, Christine Ortiz, Cynthia Passmore, and Martin H. Smith. The Science Teacher. September 2009.

Learning on zoo field trips: The interaction of students’, teachers’, and zoo educators’ agendas and practices. Susan Davidson, Cynthia Passmore & David Anderson. Science Education published online 13 May, 2009.

Action Learning for Sustainable Agriculture: Transformation Through Guided Reflection. Bryce Battisti & Cynthia Passmore & Yona Sipos,. North American Colleges and Teachers of Agriculture Journal 52(2). June 2008.

Evolving Ideas: Assessment in an evolution course. Cynthia Passmore & Jim Stewart. In Assessment in Science: Practical Experiences and Education Research. McMahon, M., Simmons, P., Sommers, R., Debaets, D., & Crawley, F. (Eds.) NSTA Press. 2006

Providing High School Students with Opportunities to Reason Like Evolutionary Biologists. Cynthia Passmore, Jim Stewart, & Brian Zoellner. American Biology Teacher. 67(4) 2005.

Modeling for Understanding in Science Education.  Jim Stewart, Cynthia Passmore, Jennifer Cartier, John Rudolph, & Sam Donovan. In: Understanding Mathematics and Science Matters. T. Romberg, T. Carpenter, & F. Dremock (eds.) Lawrence Erlbaum Associates. 2005

Developing Understanding Through Model-Based Inquiry. James Stewart, Jennifer L. Cartier, and Cynthia Passmore. In How Students Learn: History, Mathematics, and Science in the Classroom. National Research Council, 2005

Involving Students in Realistic Scientific Practice: Strategies for Laying Epistemological Groundwork. Jennifer L. Cartier, Cynthia Passmore, Jim Stewart, and John P. Willauer. In: Everyday Matters in Science and Mathematics. Nemirovsky, R., Roseberry, A.S., Soloman, J., Warren, B. (eds.) Lawrence Erlbaum Associates. 2005

A modeling approach to the teaching of evolution at the high school level. Cynthia Passmore and Jim Stewart. Journal of Research in Science Teaching 39 (3) 2002.

High school students’ use of meiosis when solving genetics problems. Cynthia Wynne, Jim Stewart & Cynthia Passmore. International Journal of Science Education 23 (5) 2001.

A course in evolution for high school students: The influence of BioQUEST. Cynthia Passmore and Jim Stewart. BioQUEST Notes 11 (2) 2001.

Published Conference Proceedings

Creating a Science Classroom Culture where Teachers and Students Care about Learning Science Together. Alzen, J. L., Edwards, K., Buell, J. Y., Zhang, Y., Griesemer, C. D., Passmore, C., … & Reiser, B. J. (2024). In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 2063-2064. International Society of the Learning Sciences.

Model-based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning. Julia Gouvea, Arash Jamshidi & Cynthia Passmore. In Proceedings of the 11^th International Conference of the Learning Sciences-. International Society of the Learning Sciences. (2014)

What makes a good scientific question: supporting independent student-driven inquiry. Svoboda, J., & Passmore, C. In Proceedings of the 9th International Conference of the Learning Sciences-Volume 2. International Society of the Learning Sciences. (2010)

Science teacher transformation through collaborative inquiry: Evidence for the role of context, community, and identity. Gail Richmond & Cynthia Passmore. In Proceedings of research on supported collaborative teacher inquiry conference. (2009)

Professional Presentations*

*Since Promotion to Full Professor in 2015

Exploring Teacher Tolerance for Ambiguity: Implications for Authentic and Equitable Science Instruction. Christopher Wilson, Cynthia Passmore, Molly Stuhlsatz, Cari Herrmann Abell, Jeffrey Snowden, Dennis Lee, Chris Griesemer. Roundtable session at the Annual Meeting of the National Association for Research in Science Teaching. Seattle, WA (April 2026)

Variations in Epistemological Messaging in High School Biology. Passmore, C., Ghanimi, H., Abell, C., Olsen, P., Snowden, J., Stuhlstatz, M. & Wilson, C. Annual Meeting of the National Association for Research in Science Teaching. Washington, DC (March, 2025)

Relational messaging as a support for the collective enterprise of purposeful sensemaking in science classrooms. Buell, J., Penuel, W., Griesemer, C., Zhang, Y., Alzen, J., Passmore, C., Edwards, K., Reiser, B. Meeting of the National Association for Research in Science Teaching. Washington, DC (March, 2025)

Poster: Development and Use of a Remote Observation Tool for Examining Impacts of the Model-based Educational Resource (MBER) on Instructional Practice, National Science Foundation DRK12 PI Conference, Washington, D.C (June 29, 2023)

Poster: Impacts and Moderation of the Model-Based Educational Resource (MBER) on Student Outcomes, National Science Foundation DRK12 PI Conference, Washington, D.C (June 29, 2023)

How teachers’ high level goals related to supporting students epistemic agency change during professional learning. Cynthia Passmore, Chris Griesemer, Jason Buell, Jessica Alzen, Kelsey Edwards, William Penuel, Brian Reiser, National Association for Research in Science Teaching Annual Meeting, Chicago, IL (April 19, 2023)

What do different figured worlds mean for epistemic agency in science class? Jessica Alzen, Kelsey Edwards, William Penuel, Brian Reiser, Cynthia Passmore, Chris Griesemer, Jason Buell, National Association for Research in Science Teaching Annual Meeting, Chicago, IL (April 19, 2023)

Related Paper Set: Rethinking Epistemic Agency: Examining tensions and perspectives among scholars, teachers, and students, Cynthia Passmore, lead organizer. National Association for Research in Science Teaching Annual Meeting, Chicago, IL (April 19, 2023)

Using Classroom Artifacts to Build Epistemic Agency Over Time. Jason Buell, Jessica Alzen, Kelsey Edwards, Cynthia Passmore, Chris Griesemer, William Penuel, Brian Reiser, National Association for Research in Science Teaching Annual Meeting, Chicago, IL (April 2023)

A model-based approach to an Earth science integrated biology course for high school, National Science Teachers Association Annual Meeting, Atlanta, GA (March 25, 2023)

Connection, meaning and purpose to support equitable science learning, National Science Teachers Association Annual Meeting, Atlanta, GA (March 25, 2023)

Variations in the Co-occurrance of Epistemic Agency and Collective Enterprise. Jessica Alzen, Kelsey Edwards, William Penuel, Brian Reiser, Cynthia Passmore, Chris Griesemer, Jason Buell, National Association for Research in Science Teaching annual meeting. Vancouver, BC (March 2022)

Rethinking the Carbon Cycle for The Living Earth Course, California Science Education Conference (online) (October 13, 2021)

What goes into facilitating purposeful sensemaking in the classroom? Theorizing about teacher learning, Annual Meeting of the National Association for Research in Science Teaching, Baltimore, Maryland (April 1, 2019)

Purposeful sensemaking and modeling in high school biology, Annual Meeting of the National Association for Research in Science Teaching (NARST) Baltimore, Maryland (April 1, 2019)

Designing and Enacting NGSS Classroom Experiences: Examples from High School Biology, National Science Teachers Association regional meeting. Reno, NV (October 13, 2018)

Modeling as an anchor practice: An instructional approach to uniting the scientific practices. Guy, C., & Passmore, C. (2016), Presentation at the National Science Teachers’ Association Annual Conference, Los Angeles (2017)

Factors affecting implementation of modeling in high school biology. Guy-Gaytán, C., Gouvea, J., Griesemer, C., Tobler, A., Whelchel, B., Hedman, R., & Passmore, C., Poster presented at the American Educational Research Association Conference (2017)

Positioning Students as Generators of Science Knowledge: Moving from the Specific to a General Account of Phenomena. Cynthia Passmore & Chris Griesemer, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2017)

Framing for Sense-making in the Modeling Classroom. Alexandra Tobler, Emily Harris, Cynthia Passmore, Julia Gouvea, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2017)

Teachers’ Understanding of Modeling and Model-based Reasoning in High School Biology. Julia Gouvea, Candice Guy, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2017)

“Model-based Reasoning is Not a Simple Thing”: Investigating Teachers’ Enactment of a Model-based Curriculum. Candice R. Guy, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2017)

Examining the Instantiation of Teacher Leader Knowledge During the Enactment of Professional Development. Laura A. Shafer, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2017)

Examining Knowledge Pathways Teachers Leverage: Designing and Facilitating Professional Development Around NGSS Practice-Based Instruction. Laura Shafer, Arash Jamshidi, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2016)

Documenting, Characterizing, and Understanding Science Teacher Growth and Learning in the Context of NGSS. Arash Jamshidi, Laura Schafer, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2016)

Successes and Challenges in Promoting Student Sense Making in Modeling Classrooms. Chris D. Griesemer, Abraham S. Lo, Candice R. Guy, Emily Harris, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2016)

“Models of” Versus “Models For”: Implications for Designing Lessons to Support Students’ Epistemic Agency. Julia Gouvea, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2016)

Relating Curricular Content Coherence to Learning: Examining High School Students’ Emerging Understanding of Biology. Candice R. Guy, Julia Gouvea, Chris D. Griesemer, Emily Harris, Abraham S. Lo, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2016)

Supporting Teacher Learning of Next Generation Science and Pedagogy Through Cyber-enabled Teacher Study Groups–Equity-Focused Implementation of the Next Generation Science Standards: Exploring Models of Hope and Possibility, Reiser, Michaels, Moon & Passmore, Poster presented at the Annual Meeting of the American Educational Research Association (2015)

Symposium – Supporting Teachers in Teaching Scientific Practices: Designing In-person and Digital Learning Environments for Teachers. Katherine L. Mcneill, Suzanna Loper, Jonathan Francis Osborne, Eric Berson, Brian J. Reiser, Jean Moon, Sarah Michaels, Cynthia Passmore, Arash Jamshidi, Laura Shafer, Symposium presented at the Annual Meeting of the National Association for Research in Science Teaching (2015)

Using Model-Based Reasoning to Achieve Curricular Coherence in High School Biology, Candice Guy, Julia Svoboda Gouvea, Chris Griesemer, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (2015)

Professional Development Workshops for Teachers

• Modeling with Purpose, Invited Speaker, science teachers, delivered remotely, June 28, 2023, 100 Attendees.
• What is practice like in practice? Exploring model-based curriculum design and enactment, Invited Speaker, Science Education Researchers, BSCS Science Learning (delivered remotely), April 27, 2022, 30 Attendees.
• Sensemakers Summer Institute, Presenter, science teachers, Northwestern University, July 2021 (5 days), 40 Attendees.
• Using the MBER Instructional Materials, Presenter, science teachers, online, summers 2021 & 22 (3 days), 10-30 Attendees.
• Introduction to MBER Living Earth, Presenter, science teachers, remote, July 2021, 45 Attendees.
• 5 Distinct workshops for Sacramento Area Science Project contract and public events, Presenter, science teachers, Sacramento, various 2020-23, 10-50 Attendees.
• Teaching Evolution & Genetics Through Modeling: Affordances, Challenges & Tradeoffs, Invited Speaker, Stanford Science Education researchers, Palo Alto, CA, 4-3-19, 14 Attendees.
• Sensemaking in the NGSS Classroom, Keynote Speaker, k-12 science teachers, STEM Outreach Statewide Conference, New Mexico State University, May 2017, 150 Attendees.
• Let’s figure this out together: Sensemaking in the NGSS classroom, Invited Speaker, science teachers, Sacramento at California Science Education Conference, 9-13-17, 50 Attendees.
• Models and Modeling in Science Education, Invited Speaker, BSCS Science Learning staff, Colorado Springs, CO, 9-5-17, 30 Attendees.
• Model-Based Biology, Organizer, high school biology teachers, Sacramento, Evanston, 2018-2019 (2 sep weeklong workshops each summer), 25/workshop Attendees.
• Using the Model-Based Educational Resource, Organizer, high school biology teachers, California State University, Sacramento, August 2017, 28 Attendees.
• Two-week long workshops for teachers in SASP/Elk Grove USD partnership eSci+ and iSee, Organizer, California State University, Sacramento, July 2015, 2016, 2017, 28 Attendees.
• Ten distinct 1-2 Hour workshops for Sacramento Area Science Project, Keynote Speaker, for participants in SASP summer institutes and Science in the River City, 50-150 teachers/event, California State University, Sacramento, 2014-2017.
• Vacaville Unified School District; summer and academic year PD, Presenter, 2012-2013, 24 Attendees.
• Animo Charter Schools; Summer and Academic year PD, Organizer, 2012-2014, 10 Attendees.
• Innovations in STEM Teaching, Achievement and Research (I-STAR). One week workshops for K-12 science and math teachers, Organizer, 2012-2014, 30 Attendees.
• 8 day workshops for middle school science teachers as part of CA Math Science Partnership program, Presenter, 2011-2014.
• National NSTA Webinars on Modeling, Evolution Unity & Diversity and Sensemaking in Science Education, Presenter, 2013-2014, ~1000 Attendees.
• Innovations in Science Instruction through Modeling; 100 hrs of PD/year, Organizer, 2007-2011, 30 Attendees.
• Collaborative Classroom-based Inquiry Project Training, Organizer, Summer 2004, 2005, 2006.
• Science in the River City, Organizer, a 3 hour workshop for teachers during the academic year; genetics, cell biology, evolution, lesson design, 2006.
• Sacramento County Office of Education Saturday Science Workshops, Organizer, Spring 2006.
• Sacramento Area Science Project Summer Science: Biology, Organizer, Grades 4-8, Summer 2006.
• Leadership in Science Education through Model-based Inquiry, Organizer, Summer 2004 & 2005.
• English Language Learners in Elementary Science, Organizer, Summer 2004.
• Sacramento Area Science Project Summer Science Institute. Genetics Strand, Organizer, Summer 2003.

Other Professional Activity: Collaborations & Awards

2026 NARST Research worth Reading Award for the paper: Characterizing variations in the figured worlds of teachers and students in science class. Alzen, J.L., Buell, J.Y., Edwards, K., Reiser, B.J., Passmore, C., Penuel, W.R., Griesemer, C.D. and Zhang, Y., 2024. Journal of Research in Science Teaching. (2024)

NARST Early Career Mentoring Program, selected as mentor in Summer 2025

EdGSA Mentoring Award, 2016

National Association for Research in Science Teaching JRST award committee 2006-2008.

Early Career Research Affiliate with the Center for Curriculum Materials in Science, 2005-2007.

Member of the National Evolutionary Synthesis Center Working Group, Synergistic Evolutionary LEarning Consortium: Evolution in AcTION (SELECTION). 2006-2007.

Consultant to American Association for the Advancement of Science: Project 2061 Assessment initiative. (2002-2004)

Journal reviewer: Journal for Research in Science Teaching, Science Education, Teachers College Record, Science & Education, Journal of Teacher Education, Cognition and Instruction.  

Advisory Boards

Supporting Undergraduate Preservice Science Teachers through the Development of an NGSS-Aligned Unit Planning Tool. NSF-Funded project to University of Connecticut and Northern Arizona University. Todd Campbell and Ron Gray, PIs. 2021-2025

Place-Based Learning for Elementary Science at Scale, NSF-funded project at the Maine Math and Science Center. Kate Cook, PI. 2021-2024

Editorial board member for Springer book series: European Researchers in Didactics of Biology. Marida Ergazaki & Kostas Kampourakis, Editors reviewed one 10 chapter 300 page manuscript in 2021, 2020-2023

Advisory board member NSF award “Aligning the Science Teacher Education Pathway.” CSU-East Bay, Michele Korb PI. 2018-2025

Advisory Board member “Authentic Scientific Practices in the Classroom: A Model-Based-Inquiry Curriculum for the Introductory Biology Laboratory” to University of Arizona, Molly Bolger PI. 2018-2020

Advisory Board Member NSF award “Connected Biology” Michigan State University & Concord Consortium. Peter White, PI. 2018

Advisory Board member for NSF project “Science Teachers Learning from Lesson Analysis (STeLLA) High School Biology” award to BSCS Science Learning. Chris Wilson PI 2017-2020

Advisory Board member NSF award “The Integrated Science Practices Enhanced by with Computational Thinking (InSPECT) project” to Concord Consortium, Sherry Hsi PI. 2016-2018