Associate Director, UW Institute for Science and Mathematics Education
Andrew Shouse is associate director of the University of Washington Institute for Science and Math Education. He focuses on equitable science education in formal and informal settings, and communication of research to policy and practice audiences. Shouse's work is informed by a breadth of experiences in practice, including teaching elementary and middle grades, science center administration, and policy analysis. Prior to his appointment at UW, Shouse was senior program officer at the National Research Council's Board on Science Education (2003–2008), where he directed two consensus studies and edited the reports Learning Science in Informal Environments: People, Places, and Pursuits (NRC, 2007; with Bell, Lewenstein, and Feder) and Taking Science to School: Learning and Teaching Science in Grades K–8 (NRC, 2007; with Duschl and Schweingruber) and authored (with Michaels and Schweingruber) Ready, Set, Science! Putting Research to Work in K–8 Science Classrooms. Shouse serves on advisory bodies for numerous organizations, including the National Geographic Society, the National Association for Research in Science Teaching, the Pacific Science Center, The Museum of Science and Industry (Chicago), and The NSF Center for Biophotonic Science and Technology at the University of California-Davis. Shouse completed a PhD in curriculum, teaching, and educational policy at Michigan State University in 2005.
Student Voice & STEM Learning
In the context of a federally funded research and development project, the UW Institute for Science and Math Education is collaborating with Sammamish High School, a comprehensive high school serving a socially and economically diverse community in suburban Seattle, to transform that school’s curriculum into a problem-based, STEM-rich experience for all students. STEM opens up opportunities to explore the relevance of subject matter to students, contemporary disciplines, and the workplace. To privilege what is, in fact, relevant to students, we must first unveil it. In this session, we are sharing work related to our efforts to collaborate with teachers and students to elicit student voice to inform curriculum design. Read more
