CCMS Faculty
Michigan State University (MSU) Core Faculty
James J. Gallagher, professor of science education, has an interest in the education of prospective and practicing teachers of science at the middle school and high school levels. He co-directs an Eisenhower Higher Education project on classroom-based assessment in middle school science and mathematics and coordinates a U.S. Department of Education study of beginning secondary science teachers. He also co-chairs a national dialogue on revitalizing undergraduate education in science and mathematics. He received his Ed.D. from Harvard University.
Edward L. Smith, associate professor of teacher education, specializes in the teaching and learning of science in elementary schools. He is active in state and national reform of science education, providing leadership in the development of the assessment program in science for the State of Michigan. Dr. Smith is working on Project 2061's Interagency Education Research Initiative study of teachers' use of middle school mathematics curriculum materials and directs the Michigan Science Curriculum Resources Network project, an Internet-based collaborative system. He received his Ph.D. from Cornell University.
Christina Schwarz, assistant professor of science education, studies elementary science education and how scientific modeling can be used to aid students and teachers to learn about science content and the nature of science. She has extensive experience in curriculum design and also holds a cross appointment with the College of Natural Science. She received her Ph.D. from the University of California, Berkeley.
David Fortus, assistant professor of secondary science education, studies the development of transfer-fostering curriculum and the manner in which students apply their scientific knowledge in the solution of real-world problems. Dr. Fortus received his Ph.D. in science education from the University of Michigan.
Affiliated MSU faculty
Charles W. Anderson, professor of science education, conducts research on the classroom teaching and learning of science. He studies how students' prior knowledge, language, and social relationships affect their engagement in science learning and the development of scientific literacy. He is currently the coordinator of the Teacher Education Component of the Michigan Statewide Systemic Initiative. He received his Ph.D. from the University of Texas in Austin. See research.
