Next Generation Science Standards
Preparing for the Next Generation Science Standards—Obtaining, Evaluating, and Communicating Information

Philip Bell
Katie Van Horne Philip Bell pursues a cognitive and cultural program of research across diverse environments focused on how people learn in ways that are personally consequential to them. He is a professor of the Learning Sciences at the University of Washington and holds the Geda and Phil Condit Professorship in Science and Mathematics Education. He directs the UW Institute for Science and Mathematics Education that conducts equity-focused R&D projects in STEM education, and he co-directs the Learning in Informal and Formal Environments (LIFE) Center that broadly studies the social foundations of human learning. Bell has studied everyday expertise and learning about science and health, novel learning technologies, children's argumentation, culturally expansive science instruction, and project-based instruction in science. Bell co-edited a consensus report on Learning Science in Informal Environments and recently served on the committee that authored A Framework for K-12 Science Education that is guiding the development of Next Generation Science Standards. Bell has a background in human cognition and development, science education, computer science, and electrical engineering.

Leah A. Bricker
Katie Van Horne Leah Bricker is an Assistant Professor of Science Education at the University of Michigan. One of her foci is the interaction among scientific practices and language, literacy, and text. Bricker was an award-winning secondary science teacher before serving as the State Science Coordinator at the Indiana Department of Education, where she was involved in all aspects of K-12 science education, such as standards, assessments, professional development, and various policy initiatives. In addition, she helped establish, facilitate, and coordinate partnerships among science education stakeholders. Bricker then served as a Senior Program Associate at the American Association for the Advancement of Science’s Project 2061, where she helped design and implement professional development programs and helped manage a National Science Foundation grant focused on STEM assessments.

Bricker earned her PhD in the Learning Sciences at the University of Washington, where she was affiliated with the National Science Foundation funded Learning in Informal and Formal environments (LIFE) Center, as well as with the Everyday Science and Technology Group and the Institute for Science and Mathematics Education.

Katie Van Horne
Katie Van Horne Katie Van Horne is a doctoral student in the Learning Sciences at the University of Washington. She studies youth STEM learning and is interested in understanding how to engage all students in contemporary scientific practices while taking into account their everyday and out of school scientific expertise. She has a B.S. in Biology with a minor in pre-genetic counseling from Washington State University and before beginning the program at UW, she worked as the project coordinator on an NSF Math Science Partnership grant at the American Society of Human Genetics.

For more information contact

Underwritten by the Carnegie Corporation of New York