The Advancing Critical Consciousness, Methods & Equity (AC2ME) lab examines how marginalized people critique, navigate, and challenge social, racial, and political inequities, or develop critical consciousness. We employ advanced methods to pursue a more equitable world.
Project Loci focuses on enabling students to gain facility with natural inquiry and real-world problem solving in order to understand how such experiences shape students’ dispositions toward mathematics, perceptions of mathematics instruction, and mathematical practices of sense-making.
The Assessing Teaching Practice (@Practice) Project develops and studies teaching simulations as a way to assess and support the learning of high-leverage teaching practices and mathematical knowledge for teaching.
Sensors in a Shoebox empowers Detroit youth to address fundamental questions about complex urban issues and make recommendations for improvements based on the evidence at the same time that they learn core skills and concepts in literacy, mathematics, science, history, and sociology.
The collaborative brings together scholars, teachers, youth, and community educators to create learning opportunities that support deep and meaningful engagement for all students in STEM in ways that matter in their lives and communities.
The Teaching Reasoning and Inquiry Project in Social Studies (TRIPSS) Lab involves two projects aimed at developing social studies inquiry and supporting students’ social studies thinking and writing.
The goal of this research is to investigate how project-based science instruction provides a context in which students can acquire and advance their knowledge and skills in oral and written language as they pursue questions that engage the students in developing their understanding of important scientific concepts.
The Research on Teaching Mathematics in Undergraduate Settings (RTMUS) Lab currently conducts three projects focused on the teaching and learning of mathematics in higher education.