Biography
Dr. Carol B. Brandt's research and teaching interests include science education, educational ethnography, and alternative learning environments such as the design studio. Her research explores the sociocultural dimensions of learning environments that result in more equitable approaches to science teaching. Dr. Brandt’s expertise focuses on problem-based learning, the studio as a learning environment in design-based education, and understanding equity in science inquiry through discourse practices. Her research contexts include school classrooms and informal learning environments such as after-school programs, science museums, and maker spaces. She is published in several journals including Science Education, Ethnography & Education, and Cultural Studies of Science Education. Currently, she is a recipient of three National Science Foundation grants for science and mathematics research.
Research Interests
- Anthropology
- Discourse Processes
- Science Education
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
ECED 3109 |
Science for the Early Years |
Undergraduate |
|
ECED 5109 |
Science Education for the Early Years: PreK to 4 |
Graduate |
|
EDUC 0817 |
Youth Cultures |
Undergraduate |
|
EDUC 5262 |
Introduction to Qualitative Research |
Graduate |
|
EDUC 8502 |
Social Contexts of Learning |
Graduate |
|
EDUC 9255 |
Research Seminar in Science, Mathematics, and Educational Technology |
Graduate |
Selected Publications
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Croog, R., Brandt, C.B., Kinsey, D., & Hayes-Conroy, A. (2023). A studio approach to teaching biosocial convergence science. Journal of Geography in Higher Education, 47(4), pp. 589-612. Informa UK Limited. doi: 10.1080/03098265.2022.2129601
-
Adams, J.D., Rahm, J., Kayumova, S., & Brandt, C. (2022). Unpacking “signs of learning” in complex sociopolitical environments. Mind, Culture, and Activity, 29(4), pp. 295-300. Informa UK Limited. doi: 10.1080/10749039.2023.2185258
-
Cennamo, K. & Brandt, C. (2020). Learning to be creative: Key interactions of the academic design studio. Computer-Supported Collaborative Learning Conference, CSCL, 1, pp. 167-174.