Research Summary
Our lab studies how to promote social justice in undergraduate science classrooms. We develop and measure the impact of justice-centered curricula and evidence-based teaching practices in physiology and neurobiology education that examines how STEM has (re)produced inequities to reimagine science as a tool for equity and social change.
More recently, our work has expanded to center instructors as key actors in this effort. We explore how pedagogical and research choices, such as grading practices and the use of theory in biology education research, can better align with student learning while valuing multiple ways of knowing in science beyond the Western canon.
