Biography

Dr. Carol B. Brandt's research and teaching interests include science education, educational ethnography, and alternative learning environments such as the design studio. Her research explores the sociocultural dimensions of learning environments that result in more equitable approaches to science teaching. Dr. Brandt’s expertise focuses on problem-based learning, the studio as a learning environment in design-based education, and understanding equity in science inquiry through discourse practices. Her research contexts include school classrooms and informal learning environments such as after-school programs, science museums, and maker spaces. She is published in several journals including Science Education, Ethnography & Education, and Cultural Studies of Science Education. Currently, she is a recipient of three National Science Foundation grants for science and mathematics research.

Research Interests

  • Anthropology
  • Discourse Processes
  • Science Education

Courses Taught

Number

Name

Level

ECED 3109

Science for the Early Years

Undergraduate

ECED 3207

Mathematics and Science Pedagogical Content Knowledge

Undergraduate

ECED 4207

Mathematics and Science Pedagogical Content Knowledge

Undergraduate

ECED 5109

Science Education for the Early Years: PreK to 4

Graduate

EDUC 0817

Youth Cultures

Undergraduate

EDUC 5262

Introduction to Qualitative Research

Graduate

EDUC 8502

Social Contexts of Learning

Graduate

Selected Publications

  • Cennamo, K. & Brandt, C. (2020). Learning to be creative: Key interactions of the academic design studio. Computer-Supported Collaborative Learning Conference, CSCL, 1, pp. 167-174.

  • Lombardi, D., Bickel, E.S., Brandt, C.B., & Burg, C. (2017). Categorising students' evaluations of evidence and explanations about climate change. INTERNATIONAL JOURNAL of GLOBAL WARMING, 12(3-4), pp. 313-330. doi: 10.1504/IJGW.2017.084782

  • Lombardi, D., Bickel, E.S., Brandt, C.B., & Burg, C. (2017). Categorising students' evaluations of evidence and explanations about climate change. International Journal of Global Warming, 12(3-4), pp. 313-330. doi: 10.1504/IJGW.2017.084782

  • Rahm, J. & Brandt, C.B. (2016). Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities. Mind, Culture, and Activity, 23(3), pp. 183-187. doi: 10.1080/10749039.2016.1201514

  • Lombardi, D., Brandt, C.B., Bickel, E.S., & Burg, C. (2016). Students’ evaluations about climate change. International Journal of Science Education, 38(8), pp. 1392-1414. doi: 10.1080/09500693.2016.1193912

  • Evans, M.A., Schnittka, C.G., Jones, B., & Brandt, C. (2016). Studio STEM: A model to enhance science and technological literacy through engineering design practices. In L. Annetta & J. Minogue (Eds.), Connecting Science and Engineering Education Practices in Meaningful Ways Building Bridges (pp. 107-137). New York: Springer. Retrieved from http://www.worldcat.org/

  • Evans, M.A., Schnittka, C., Jones, B.D., & Brandt, C.B. (2016). Studio stem: A model to enhance integrative stem literacy through engineering design. In Contemporary Trends and Issues in Science Education, 44 (pp. 107-137). doi: 10.1007/978-3-319-16399-4_5

  • Jones, B.D., Chittum, J.R., Akalin, S., Schram, A.B..., Fink, J., Schnittka, C., Evans, M.A., & Brandt, C. (2015). Elements of Design-Based Science Activities That Affect Students' Motivation. School Science and Mathematics, 115(8), pp. 404-415. Wiley. doi: 10.1111/ssm.12143

  • Griffin, J., Brandt, C., Bickel, E., Schnittka, C., & Schnittka, J. (2015). Imbalance of power: A case study of a middle school mixed-gender engineering team. ISEC 2015 - 5th IEEE Integrated STEM Education Conference, pp. 64-69. doi: 10.1109/ISECon.2015.7119947

  • Christensen, L., Nielsen, J.H., Brandt, C.B., Madsen, C.B., Madsen, L.B., Slater, C.S., Lauer, A., Brouard, M., Johansson, M.P., Shepperson, B., & Stapelfeldt, H. (2014). Dynamic stark control of torsional motion by a pair of laser pulses. Physical Review Letters, 113(7). doi: 10.1103/PhysRevLett.113.073005

  • Brandt, C.B. & Carlone, H. (2014). Ethnographies of science education: situated practices of science learning for social/political transformation /. London: Routledge. Retrieved from http://www.worldcat.org/

  • Brandt, C.B. & Fraser, J. (2013). The Emotional Life of the Environmental Educator. In M.E. Krasny & J. Dillon (Eds.), Trading Zones in Environmental Education: Creating Transdisciplinary Dialogue (pp. 133-158). New York: Peter Lang Pub Incorporated. Retrieved from http://www.worldcat.org/

  • Brandt, C.B., Cennamo, K., Douglas, S., Vernon, M., McGrath, M., & Reimer, Y. (2013). A theoretical framework for the studio as a learning environment. International Journal of Technology and Design Education, 23(2), pp. 329-348. doi: 10.1007/s10798-011-9181-5

  • Brandt, C.B. (2013). Landscapes as contexts for learning. In International Handbook of Research on Environmental Education (pp. 275-283).

  • Schnittka, C.G., Brandt, C.B., Jones, B.D., & Evans, M.A. (2012). Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. Advances in Engineering Education, 3(2).

  • Cennamo, K. & Brandt, C. (2012). The "right kind of telling": Knowledge building in the academic design studio. Educational Technology Research and Development, 60(5), pp. 839-858. doi: 10.1007/s11423-012-9254-5

  • Brandt, C.B. (2012). Misrecognition and science education reform. Cultural Studies of Science Education, 7(3), pp. 579-583. doi: 10.1007/s11422-012-9398-y

  • Brandt, C.B. & Carlone, H. (2012). Ethnographies of science education: Situated practices of science learning for social/political transformation. Ethnography and Education, 7(2), pp. 143-150. doi: 10.1080/17457823.2012.693690

  • Brandt, C.B. (2012). Narratives of location: Epistemology and place in higher education. In Innovations in Educational Ethnography: Theories, Methods, and Results (pp. 321-344). doi: 10.4324/9780203837740

  • Cennamo, K., Douglas, S.A., Vernon, M., Brandt, C., Scott, B., Reimer, Y., & McGrath, M. (2011). Promoting creativity in the computer science design studio. SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 649-654. doi: 10.1145/1953163.1953344

  • Schnittka, C., Evans, M., Jones, B., & Brandt, C. (2010). Studio STEM: Networked engineering projects in energy for middle school girls and boys. ASEE Annual Conference and Exposition, Conference Proceedings.

  • Brandt, C.B., Shumar, W., Hammond, L., Carlone, H., Kimmel, S., & Tschida, C. (2010). Habitus, social fields, and circuits in rural science education. Cultural Studies of Science Education, 5(2), pp. 477-493. doi: 10.1007/s11422-009-9229-y

  • Schnittka, C., Evans, M., Jones, B., & Brandt, C. (2010). Studio STEM: Networked engineering projects in energy for middle school girls and boys. ASEE Annual Conference and Exposition, Conference Proceedings.

  • Brandt, C.B., Emdin, C., Hwang, S.W., Parsons, E.C., Bruna, K.R., & Roth, W.M. (2009). Cultural encounters, countering enculturation: Metalogues about cultures and school science. In Science Education from People for People: Taking a Stand(point) (pp. 115-129). doi: 10.4324/9780203878446

  • Brandt, C.B. (2008). Scientific discourse in the academy: A case study of an American Indian undergraduate. Science Education, 92(5), pp. 825-847. doi: 10.1002/sce.20258

  • Barnhardt, R., Tippins, D., & Brandt, C. (2008). Forum: Locations of possibilities in tertiary science education: Responding to the voices of Navajo women. Cultural Studies of Science Education, 3(3), pp. 721-730. doi: 10.1007/s11422-007-9075-8

  • Brandt, C.B. (2008). Protocols and performances: Scientific discourse in the molecular biology laboratory. In Structure and Agency in the Neoliberal University (pp. 153-171). doi: 10.4324/9780203927687

  • Ash, D., Crain, R., Brandt, C., Loomis, M., Wheaton, M., & Bennett, C. (2007). Talk, tools, and tensions: Observing biological talk over time. International Journal of Science Education, 29(12), pp. 1581-1602. doi: 10.1080/09500690701494118

  • Brandt, C.B. & Ash, D. (2006). Metalanguage among Families in a marine science museum. ICLS 2006 - International Conference of the Learning Sciences, Proceedings, 2, pp. 894-895.

  • Brandt, C. (2004). Examining the "script" in science education: Critical literacy in the classroom. In Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy (pp. 239-257). doi: 10.4324/9781410611352

  • Brandt, C.B. (2004). A Thirst for Justice in the Arid Southwest: The Role of Epistemology and Place in Higher Education. Educational Studies: Journal of the American Educational Studies Association, 36(1), pp. 93-107. Educational Studies: Journal of the American Educational Studies Association. Retrieved from http://libproxy.temple.edu/

  • Hammond, L. & Brandt, C. (2004). Science and cultural process: Defining an anthropological approach to science education. Studies in Science Education, 40(1), p. 47. doi: 10.1080/03057260408560202