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BS, Cornell University
MS, Utica College
PhD, Syracuse University

• Integrated STEM education
• Adolescent education
• Educational Leadership and social justice teaching
• Environmental justice
• Issues of gender, race, and ability in the P-12 setting

My research focuses on understanding the work of science teachers within the classroom context as they develop equitable pedagogies. Specifically, I investigate how teachers collaborate to enact instruction that confronts and actively resists traditional practices. I am also interested in the development of science and technological identities among students.

• Gardner, M., Abrams, N., Hogan, E., & McGee, G. (May/June 2022). The emergence of community and skills through a shared biology-chemistry-communication laboratory model for first year STEM majors. Journal of College Science Teaching.
• Gardner, M., & Tillotson, J. W. (published online 7-26-2020). Explorations of an integrated STEM middle school classroom: Understanding spatial and temporal possibilities for collective teaching. International Journal of Science Education, 1-20.
• Gardner, M., & Tillotson, J. W. (2019). Interpreting integrated STEM: Sustaining pedagogical innovation within a public middle school context. International Journal of Science and Mathematics Education, 17(7), 1283-1300.
• Gardner, M.A. (2017). Developing Connections Between Integrated Laboratory Practices and First-Year Undergraduate Nature of Science (NOS) Understanding. International Journal of Environmental and Science Education, 12(5), 1299-1315.
• Gardner, M. (2014). The classroom and beyond: Insights on inquiry. Legacy, pp. 24-25.

Understanding integrated STEM science instruction through the experiences of teachers and students.

Committee: Dr. John Tillotson, Dr. Marcelle Haddix, Dr. Neal Abrams, Dr. Glenn Dolphin

• EDUC 101: The American School
• EDUC 220: Eco-justice and Education
• EDUC 455/555: Student Teaching
• EDUC 453/553: Seminar on Curriculum and Instruction for Science/Mathematics