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- Ph.D. University of New Mexico. Educational Thought & Sociocultural Studies
- M.S. Colorado State University. Botany
- B.A. Northwestern University. Anthropology
- Sociocultural contexts and cultural practices in STEM education
- Discourse practices in formal and informal science learning contexts
- Application of the design studio for STEM learning environments
Brandt, C. B., & Carlone, H. (In Press). Ethnographies of science education: Situated practices of science learning for social/political transformation. Ethnography & Education, 7(2).
Schnittka, C., Brandt, C. B., Jones, B., & Evans, M. A. (In Press). Informal engineering education after school: A studio model for middle school girls and boys. Advances in Engineering Education.
Cennamo, K., & Brandt, C. B. (2012). The right kind of telling: Knowledge-building in the Academic design studio. Educational Technology Research & Development.
Brandt, C. B. (2012). Misrecognition and science education reform. Cultural Studies of Science Education. Published Online First at Springlink: DOI 10.1007/s11422-012-9398-y.
Brandt, C. B., Cennamo, K., Douglas, S.,Vernon, M., & McGrath, M. (2011). A theoretical framework for the studio as a learning environment. International Journal of Technology and Design Education. Published Online First at Springerlink: DOI 10.1007/s10798-011-9181-5.
Cennamo, K., Brandt, C. B., Scott, B., Douglas, S., Reimer, Y., McGrath, M., & Vernon, M. (2011). Managing the complexity of design problems through studio-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2), 12-36.
Brandt, C. B. (2008). Discursive geographies in science: Space, identity, and scientific discourse among indigenous women in higher education. Cultural Studies of Science Education, 3(3), 703-720.
Brandt, C. B. (2008). Scientific discourse in the academy: A case study of an American Indian undergraduate. Science Education, 92, 825-847.