Department of Education
B.S., Animal Behavior, Bucknell University
M.A .& Ph.D., Education, UC Santa Barbara
- Teaching and Learning in STEM Classrooms
- Teacher Education & Professional Development
Professor Lauren Swanson earned her Ph.D. in education from UC Santa Barbara with specializations in teacher education/professional development and science education. Her primary research interests focus on teaching and learning in STEM classrooms, particularly the experiences of culturally and linguistically diverse students in such settings. Swanson began her career in education in the Los Angeles area, teaching high school science and working with practicing and pre-service teachers through professional development teacher training programs. She served as a Science Content Supervisor in UC Santa Barbara’s Teacher Education Program.
Harlow, D., Nylund-Gibson, K., Swanson, L., Truxler, A., (2011). “Using Latent Class Analysis to understand students’ responses to the question, ‘What is a Day?’.” Science Education, 95 (3), 477-496.
Select Conference Presentations
Swanson, L., & Bianchini, J. “Investigating Discursive Practices Utilized Students and their Teacher in a Freshman-Level High School Science Course.” To be presented at the National Association of Research in Science Teaching Conference (NARST), April 2011. Orlando, FL.
Harlow, D., Swanson, L., Dwyer, H., & Bianchini, J. “Integrating pedagogy and content in an undergraduate physics course: What was learned?” To be presented at the National Association of Research in Science Teaching Conference (NARST), April 2011. Orlando, FL.
Swanson, L., Ingber, J., Scott, B., Blesser, B., Bird, T., Swanson, I., & Priselac, J. “Investigating Science and Special Education Teachers’ Understandings of Providing High-Quality Science Instruction in the Context of a Year-Long Professional Development Program.” Association of Science Teacher Education Conference (ASTE), January, 2011. Minneapolis, MN.
Swanson, L., Emerson, A., & Harlow, D. “Embracing Confusion: Students' Attitudes toward Confusion for Model-based Inquiry.” National Meeting of American Association of Physics Teachers (AAPT), July 2010, Portland, OR.