Department of Education
B.S., Animal Behavior, Bucknell University
M.A .& Ph.D., Education, UC Santa Barbara
Single Subject Teaching Credential: Biological Sciences, Cal State Dominguez Hills
- Teaching and Learning in STEM Classrooms
- Teacher Education & Professional Development
Professor Lauren Swanson began her career in education in Los Angeles, teaching high school science and providing professional development to other educators. She earned her Ph.D in education from UC Santa Barbara with specialization in teacher education/professional development and science education. Her research focuses on teaching and learning in STEM classrooms, particularly the experiences of culturally and linguistically diverse students in such settings. Dr. Swanson continues to be actively involved in local K-12 schools through her research, professional development, and outreach.
California Council of Teacher Education
National Council Teachers of Mathematics
The Association for Science Teacher Education
National Association for Research in Science Teaching
National Science Teachers Association
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.