Advances in psychology and neuroscience have opened the door to a better understanding of how young people learn.

Educational experiences in formal settings are shaped by curricular decisions.

Robust learning occurs in many contexts outside of formal classroom settings. The Center’s research explores opportunities for STEM learning within and among families, in public spaces such as museums and libraries, and through a vast array of publicly available tools. Projects GRADIENT

Teaching matters. The Center’s research on instructional practice recognizes the influence that pedagogy has on a variety of student outcomes including achievement, interest, and identity.

Recent trends in education, including Catholic schools, have increased the visibility and engagement in STEM education in our nation’s schools. However, the field lacks a robust research literature on the ways in which STEM integrates with the existing Catholic identity of schools.

School leadership is critical to student success, instructional capacity, and school culture.  In many schools, teachers assume leadership responsibilities centered on developing the instructional capacity of faculty while promoting a collective leadership model.  Research in this area focuses on th

Increased attention to STEM education in schools highlights on-going trends both for young people and adults of inequities within STEM contexts.