Promoting Innovative and Inclusive Research
The research and development team in Science and Engineering Education designs and studies instructional innovations including curricula and classroom-based assessments that leverage technologies to support science teaching and learning.
We also conduct large-scale research and evaluation projects, often in partnership with districts and schools, to inform both research and practice.
Our work considers a range of cultural contexts to be sure to address the unique features, contours and needs of diverse populations.
What We Do
Classroom-Based Research that Matters forScience Educators
Our impactful research helps us address critical needs in science and engineering education. We improve science classroom practice, inform science education policy, and make learning accessible and equitable for all students in today’s science classrooms across a diverse array of contexts.
Design and Study of Innovative Instructional Resources
We develop, study, and disseminate new curricular and assessment resources, teaching tools and strategies, and technology-enhanced supports for learners that support equitable and engaging teaching and learning.
Curriculum & Assessment Development
In collaboration with science educators and researchers, we develop curricular programs that utilize emerging technologies and help teachers make learning engaging, interactive, and accessible. We focus on technology-delivered classroom-ready assessment tasks, rubrics, and resources that support teaching and learning.
Educator Growth & Development
We design new research-based professional learning models that help science educators grow and develop as practitioners. We also study the efficacy and impact of professional learning models for supporting meaningful change in practice.
How We Work With You
Our iterative research and development approach cycles through multiple design, implementation, and revision phases.
We work in close partnership with educators to ensure our instructional innovations translate to improved outcomes. We work collaboratively with university researchers, district leaders, teachers, community members, developers, and funders to define the issues and creatively develop solutions to address them.
Throughout our work, we conduct studies of programs such as curricular programs and teacher professional learning programs, as well as studies of teaching and learning resources, strategies, and technology tools and platforms. We conduct investigations that employ quantitative, qualitative, and mixed-method research with attention to study designs that are sound and appropriate.
We are committed to equity and the communities that we serve and work with a diverse range of invested partners, including education agencies, organizations, businesses, including start-ups, and federal and philanthropic funders.
Featured Projects
FABLES
The Formative Assessment Bundling Literacy and Elementary Science in the NGSS (FABLES) project develops and pilots classroom-based assessment resources with accompanying professional learning for elementary teachers. The resources support teachers in monitoring and enhancing their students’ integrated science and literacy learning.
With funding from the U.S. Department of Education’s Institute of Education Sciences, WestEd is leading this project with a cross-institutional R&D team that includes experts from the University of California Berkeley’s Lawrence Hall of Science and the Concord Consortium.
M-PLANS
The Motivation – Planning Lessons to Activate eNgagement in Science (M-PLANS) program, with funding support from the National Science Foundation, aims to equip middle school science teachers to support students’ motivation and engagement for science learning. To help expand broader access and opportunity for the diversity of learners, a team of science education and motivation experts develop concrete resources for teachers to reflect on and improve their classroom practices to interact productively with students. The collaborative team is made up of experts from WestEd, the University of Nevada, Las Vegas, and Michigan State University.
NSF INCLUDES Alliance:
SEAs Islands Alliance
The SEAs Island Alliance is a five-year multi-institution research project examining how Indigenous islanders, who have been historically underrepresented in the geosciences, might feel an increased sense of belonging to both their heritage cultures and STEM communities when they explore research possibilities relevant to their own island.
The project connects hundreds of secondary and postsecondary Indigenous and diasporic students and workforce fellows in Guam, Puerto Rico, and the U.S. Virgin Islands. The programs, designed and implemented by university staff and local community members, engage students in scientific and professional development opportunities, family programs, mentorship, and cohort-building activities.
PASTA
The Potential of Automatically Scored Three-Dimensional Assessment (PASTA) project helps middle school science teachers use technology-enhanced assessment tasks to support instruction that improves teaching and advances science learning. The tasks assess three-dimensional science learning by requiring students to integrate scientific practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena or solve problems. The project team, comprised of experts in science education, science assessment, artificial intelligence, learning technologies, and psychology, is developing an automated scoring system and automated supports for students and teachers. The project is a multi‑institutional effort involving WestEd, Michigan State University, the University of Georgia, and the University of Illinois Chicago, and is supported with funding from the National Science Foundation.