Nancy Songer

LinkedIn URL
https://www.linkedin.com/in/nancy-songer-323b10/
Professional Title
Associate Provost for STEM Education
Organization/Institution
University of Utah (U of U)
About Me (Bio)
Dr. Nancy Butler Songer is the Associate Provost for STEM Education at the University of Utah. Songer is an International scholar with over twenty-five years of research and development in Science, Technology, Engineering and Mathematics (STEM) Education and Policy in the United States, Egypt, Brazil, and Turkmenistan. Her research promotes pre-college student's higher-order thinking in science, evaluates simple technologies used as cognitive tools, and develops assessments for evidence of complex reasoning in science. Songer was co-chair of the National Academy of Science Committee that resulted in the consensus report, Science and Engineering for Grades 6-12: Investigation and Design at the Center. Songer is a Fellow of the American Association for the Advancement of Science (AAAS) and received a National Science Foundation Presidential Faculty Fellowship from President Bill Clinton. Songer holds a Ph.D. in Science Education from the University of California, Berkeley, a Masters from Tufts University and a B.S. from the University of California, Davis.
Keywords
Learning Progression
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School Settings

University of Utah (U of U)
07/01/2019

This project addresses a gap between vision and implementation of state science standards by designing a coordinated suite of instructional, assessment and teacher professional learning materials that attempt to enact the vision behind the Next Generation Science Standards. The study focuses on using state-of-the-art technology to create an 8-week long, immersive, life science field experience organized around three investigations.

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

University of Michigan (UM)
08/01/2009

This project draws from the expertise of a fully collaborative educator-scientist team to create learning progressions, curricular units and assessment instruments towards large scale research on the teaching and learning of climate change and impacts by 7-12th graders in primarily under-resourced schools. Products include eight week curricular units, IPCC-compliant simplified future scenarios, an online interface with guided predictive distribution modeling, and research results.