Dr. Katherine L. McNeill
Email: email@example.com Website: www.katherinelmcneill.com
Dr. Katherine L. McNeill is a Professor of Science Education at Boston College. A former middle school science teacher, she received her doctorate in science education from the University of Michigan. Her research focuses on how to support students with diverse backgrounds in engaging in science practices, with a particular focus on scientific argumentation. Through the generous funding of the National Science Foundation (NSF) and the Carnegie Corporation of NY, she has worked on a number of projects focused on the design of curriculum, assessments and other resources to support students, teachers and instructional leaders in science practices.
Dr. Rebecca Lowenhaupt
Dr. Rebecca Lowenhaupt is an Associate Professor in the Educational Leadership department of the Lynch School of Education at Boston College. She earned an Ed.M. in School Leadership from Harvard University and a Ph.D. in Educational Leadership and Policy Analysis from the University of Wisconsin-Madison. She completed a postdoctoral fellowship with the Distributed Leadership Study at Northwestern University. Her research focuses on school leadership, principal practice and school reform.
Kevin Cherbow is a doctoral candidate in Curriculum and Instruction at Boston College. His research focuses on how teachers facilitate student engagement in the science practices. He is interested in supporting science teachers to build and enact learning environments that position students to meaningfully shape the knowledge and practices of their classroom community, Prior to beginning his doctoral studies, Kevin taught 9th grade biology in New York City and worked as the director for a university-sponsored science research program at his school. Kevin has also served as an instructor for several research courses in which high school students carried out investigations using animal models.
Email: firstname.lastname@example.org Website: www.benjaminrlowell.com
Ben Lowell is a doctoral student in Curriculum and Instruction at Boston College. He is interested in the development of instructional methods that allow all students to engage in scientific practices. He is particularly interested in methods of pre-service and in-service teacher education that allow for better use of practice-based science instruction. Before beginning his doctoral work, he was a high school chemistry and environmental science teacher in the San Francisco Bay Area, where he also served as department chair and one of the leaders of district-wide professional development for NGSS.
Megan McKinley is a doctoral student in Curriculum and Instruction at Boston College. She is interested in researching factors that affect pre-college students' interest and career trajectory in science, including identity development and the role of stereotypes, with the ultimate goal of broadening participation in science. Prior to joining the Boston College community, Megan taught middle school science in the DC metro area and ran a STEM club for girls.
Dr. Rebecca Katsh-Singer
Email: email@example.com Website: www.rebeccakatshsinger.weebly.com
Dr. Rebecca Katsh-Singer received her PhD in Curriculum and Instruction at Boston College in 2016. Currently, she is the science curriculum coordinator for the Westborough Public Schools. Her dissertation research focused on the beliefs and knowledge of district instructional leaders about scientific argumentation. Prior to beginning her doctoral studies, Rebecca taught elementary and middle school science for 10 years and worked as an instructional coach for science teachers. Rebecca has also consulted for research organizations and schools about science curriculum and conducted professional development for teachers about science practices.
Kyle Fagan is a doctoral student in Curriculum and Instruction at Boston College. His research focuses on educational and community change, with particular interests in leadership, policy, organizational learning, and network interactions. He has consulted for community and educational organizations on strategic planning and resource development. Kyle's prior experience includes working for a collective impact initiative, teaching interdisciplinary courses at the high school level, and leading experiential learning expeditions.