To engage teachers of math and science and prepare young people
for the jobs of the future, we must strengthen STEM curriculum
and make instruction and learning more fun and more relevant to
real world problem-solving. This requires an understanding of how
children learn and a rigorous focus on what works in the
classroom; both are priorities in the School’s approach to
tackling the challenges of STEM education.
The School of Education houses several faculty and programs, such
as the Sacramento Area Science Project and UC Davis Math Project,
that are concerned with, conduct research in, and provide
professional learning in STEM education.
After teaching middle school math for ten years, I decided to
pursue a PhD to get a fresh perspective on the issues I
observed every day in my classroom and thought that maybe I
could help develop remedies that would help other teachers, as
Heidi Ballard is the Founder and Faculty Director of the Center
for Community and Citizen Science. You can find more information
about her past and current projects, and sign up for occasional
updates at the Center’s website.
Darnel Degand joined the School of Education as an assistant
professor in July 2017. He studies the various ways media
and society influence the development of social success
skills by exploring the social processes that exist within media
production environments and media consumption experiences. His
research also involves the design and development of educational
media products and experiences.
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.
Tobin White studies the use of technology in teaching and
learning mathematics. He has a particular interest in using
mobile computing to support novel approaches to engaging learners
with STEM content and practices. Using a design-based research
approach, he develops collaborative problem-solving tools and
activities in order to investigate intersections between
conceptual and social dimensions of learning. A former high
school mathematics teacher himself, he has also worked for more
than a decade in teacher preparation.