Biography
Dr. Brittany Garvin is an Assistant Professor of Science Education in the Department of Urban Teacher Education at the IU School of Education in Indianapolis. Dr. Garvin holds a B.S. in Biology and a Ph.D. in Teaching and Learning, Science Education from the University of South Carolina. She completed two postdoctoral training Fellowships at the Ohio State University (2017) and Duke University School of Medicine (2020). Her research interests and expertise are developing innovative pedagogical strategies for teaching undergraduate scientific laboratory courses and science education in urban classrooms and mentoring in-service, K-12, and pre-service teachers.
Dr. Garvin's work addresses diversity and equity issues in science education, with culturally relevant/responsive teaching, multiculturalism, and critical theories guiding her teaching and research. She is deeply passionate about better understanding and critically elucidating how STEM classrooms can be more equitable, effective, inclusive, and meaningful spaces for learning.
Education:
- Ph.D. Teaching & Learning, Science Education, University of South Carolina (2015)
- B.S. Biology, University of South Carolina (2007)
Courses:
- Q200 Introduction to Scientific Inquiry, Indiana University Indianapolis
- E321 Science for Early Childhood, Indiana University Indianapolis
Expert:
- STEM Education
- Informal STEM Education
- Culturally Relevant/Responsive Pedagogy in STEM
- Urban Science Teacher Education
- Diversity, Equity, and Social Justice in Science Education
- Science Teacher Education
Interests:
- Culturally Relevant/Responsive/STEM Teaching
- Culturally Sustaining STEM Education
- Teacher Education
- Informal STEM Learning
- STEM/STEMM Policy and Practice
Recent Publications:
- Hudson-Garvin, B. & Jackson. T.O. (2018). A case for culturally relevant science education in the summer for African American youth. International Journal of Qualitative Studies in Education, 31(8), 708-725.
- Bryan, N., Garvin, B., Johnson, L. L., & Smith, D. (2015). Vision, voice, and action: Creating pathways to social justice and community development. In S. Long, M. Souto-Manning, & V. Vasquez (Eds.), Courageous leadership: Administrators taking a stand for social justice in early childhood education (pp.163-174). New York: Teachers College Press.
News:
Garvin, B. A., & Brandhorst, C. (2014). Science Education: Under the Microscope. USC Day Times. Available at: University of South Carolina website
Professional Associations:
- National Center for Faculty Development & Diversity
- Virginia Association of Science Teachers
- Virginia Chapter of the National Association for Multicultural Education
- National Association for Multicultural Education
- American Educational Research Association
- Southeastern Association for Science Teacher Education
- National Association for Research in Science Teaching