Cary Sneider

People

Additional Phone Numbers: 
503-891-9263
Professional Title: 
Associate Research Professor
Organization/Institution: 
About Me (Bio): 
Cary Sneider is currently Associate Research Professor at Portland State University in Portland, Oregon, where he teaches courses in research methodology for teachers in a Master’s Degree program. He is also PI for a NSF grant to develop a formative evaluation component to a new physics program, and Co-PI on an NSF project to develop engineering activities to complement high school biology and chemistry courses. He is also design lead for technology and engineering on the National Research Council’s effort to develop a Framework for New Science Education Standards, and a consultant on informal science education for the Noyce Foundation, and the California Academy of Sciences. From 1997 to 2007 Dr. Sneider was Vice President for Educator Programs at the Museum of Science in Boston, where he led development of a high school engineering curriculum (now published by Key Curriculum Press), and prior to that he served as Director of Astronomy and Physics Education at the Lawrence Hall of Science at the University of California, where he was involved in several curriculum development and teacher education projects. Over his career he has served as PI or Director of some twenty grant projects, mostly involving curriculum development and teacher education.
Keywords: 
Portland State University (PSU), Boston Latin School
08/15/2010

This project will bring together two promising innovations: a high school course entitled Energizing Physics and the BEAR assessment system. The goal of this study is to develop and test a formative assessment system for Energizing Physics that has the potential to enable all students to learn physics, so they can succeed in college.

Portland State University (PSU)
09/01/2014

Science in the Learning Gardens (SciLG) designs and implements curriculum aligned with Next Generation Science Standards (NGSS) and uses school gardens as learning contexts in grade 6 (2014-2015), grade 7 (2015-2016) and grade 8 (2016-2017) in two low-income urban schools. The project investigates the extent to which SciLG activities predict students’ STEM identity, motivation, learning, and grades in science using a theoretical model of motivational development.