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Physics Education Research Conference 2018 Plenary Speakers

Benedikt W. Harrer, San Jose State University

Benedikt is an Assistant Professor of Physics at San José State University (SJSU). He earned his Ph.D. in physics at the University of Maine, and he holds a graduate degree in physics and mathematics with a concentration in teaching and education from the Ludwig-Maximilians University in Munich, Germany. Before joining the Department of Physics and Astronomy at SJSU, Benedikt taught in the Cal Teach program at the University of California, Berkeley and co-directed the Berkeley Engineering Research Experiences for Teachers program. In his dissertation work, Benedikt investigated the nature of productive classroom interactions for learning about energy. Inspired by ethnomethodological conversation analysis and responsive teaching, Benedikt's current research focuses on understanding how students and instructors achieve productive interactions in physics learning encounters, from peer talk in laboratory investigations to large lecture discussions.

Rosemary S. Russ, University of Wisconsin, Madison

Dr. Rosemary S. Russ is an Assistant Professor of Science Education in the Department of Curriculum and Instruction in the School of Education. Dr. Russ' background straddles the worlds of STEM and Education; she completed her graduate work in the Physics Department at the University of Maryland, College Park and became Research Faculty in the Learning Sciences Program in the School of Education and Social Policy at Northwestern University. Her research examines students' and teachers' tacit understandings of knowledge and knowing in science, and explores the impact of those understandings on K-16 classroom teaching and learning. Specifically, she examines the interplay of personal epistemological knowledge and conceptual knowledge in science teaching and learning. Recently, her work has shifted to explore whether and how how students' and teachers' understandings of what and whose knowledge counts in the classroom enacts and perpetuates systemic, societal inequity. The contexts of her research include elementary, middle, and high school science classrooms; interviews with K-12 students and teachers; and undergraduate student coursework in the disciplines of physics and teaching.

Déana Scipio, IslandWood

Dr. Déana Scipio is the Director of the Graduate Program in Education for Environment and Community at IslandWood, and has focused much of her career on broadening participation for learners from non-dominant communities in Science, Technology, Engineering, and Math (STEM). She has designed and studied learning environments within formal and informal contexts and focuses on equitable design, creating spaces for learners from non-dominant groups to demonstrate and create disciplinary expertise, architecting community-university partnerships to facilitate multidirectional learning, and helping experts and mentors build pedagogical capacity. Déana was a graduate researcher at the Institute for Science and Math Education and the LIFE Center; an ERC Postdoctoral fellow at the Chèche Konnen Center at TERC in Cambridge Massachusetts; and most recently, a postdoctoral scholar and researcher in the School of Education at the University of California, Davis where she conducted research to understand how youth develop environmental science agency through their participation in citizen science projects. She is an alumna of IslandWood's Graduate Program in Education for Environment and Community (2008) and earned her Master of Education in Curriculum and Instruction (2009) and her Ph.D. in Learning Sciences and Human Development (2015) from the University of Washington's College of Education.