Gale Seiler, Ph.D. Associate Professor School of Education Iowa State University 515-294-4343

Education Ph.D. Teaching, Learning & Curriculum - Science Education University of Pennsylvania, Philadelphia, PA Dissertation: Understanding social reproduction: The recursive nature of structure and agency in a science class. Advisor: Dr. Kenneth Tobin

M.S. Plant Ecology University of Montana, Missoula, MT

Secondary Science Teacher Certification University of Montana, Missoula, MT

B.S. Biology Fairleigh Dickinson University, Madison, NJ

Professional Experience & Employment University level 2014-current Iowa State University, Ames, Iowa School of Education, Associate Professor Director, Education for Social Justice Graduate Certificate Courses taught: Social Justice Education and Teaching (UG) Science Teaching Methods I & II (MAT) Sociocultural Theories of Learning (Grad) Critical Qualitative Research (Grad)

2007 - 2014 McGill University, Montreal, QC, Canada Faculty of Education, Associate Professor Courses taught: Elementary Science (UG) Teaching Elementary Science (UG) Secondary Science Teaching Methods I & II (UG & MATL) Cross-curricular Teaching Methods (MATL) Sociocultural Perspectives on Identity and Science (PhD)

2002-2006 University of Maryland Baltimore County, Baltimore, Maryland Department of Education, Assistant Professor Courses taught: Education in Cultural Perspective (UG & Grad) Sociocultural Theories of Learning and Human Interaction (PhD) Methods of Teaching Science in Secondary School (UG & Grad)

2001-2002 Rutgers University, Newark, New Jersey Course instructor, Supervisor of student teachers

1998-2001 University of Pennsylvania, Philadelphia, Pennsylvania Graduate School of Education, Research assistant, Course instructor, Supervisor of student teachers

Secondary level 1983-98 High school science teacher in several locations.

Research Funding (awarded) Title Funder Role Amount Years

Student voice for school Center for Co-PI $31,000 2016-17 change Transformational Education

Young scientists and National Institutes of Co-PI $1,250,000 2015-20 ambitious teachers improving Health health in an urban ecosystem

Team-based Learning (TBL) CHS PI 30,000 2016-17 in CI 406 Social Foundations Innovative Teaching of Multicultural Education Initiative

Using virtual worlds to Iowa State University Co-PI $40,000 2015-16 prepare pre-service teachers Innovative Teaching $15,000 2014-15 to teach mathematics and Award science in culturally responsive ways

Supporting active learning Quebec Ministry of Co-PI $400,000 2011-13 and technological innovation Education: in science education

Teach me to teach others Quebec Ministry of Co-PI $40,000 2008-10 Education

Teacher quality in biology Maryland Higher Co-PI $100,000 2003-06 Education Commission each year

Baltimore Freedom School CitiGroup Director $45,000 2004-05 (Summer program) $45,000 2005-06

Preparing urban science Special Research PI $7,000 2004-05 2 teachers Initiative Support (UMBC)

Science inquiry mini-grants Maryland Higher PI $10,000 2003 Education Commission

Cultural identities as Summer Faculty PI $5,000 2003 resources for teaching science Fellowship (UMBC)

Co-teaching & learning to Spencer Foundation Co-PI $35,000 2000-01 teach

Recognitions and Invitations Received

Mentor, Concha Delgado Gaitán Presidential Fellows, Council on Anthropology and Education, American Anthropological Association, 2016.

Plenary speaker, Bridging Research and Practice in K-12 STEM Education for Minority Learners. Morgan State University, Baltimore, MD, November 2016.

Mentor, NARST Sandra K. Abell Institute for Doctoral Students, Washington, DC, Summer 2013.

Featured in McGill’s Social Equity and Diversity Education Office 2013-2014 Calendar, Human Rights: Local and Global Perspectives.

Invited speaker, pre-conference workshop, NARST Ethics and Equity Committee, April 2013.

Invited speaker, panel on urban education, American Physical Society, March 2013.

Invited speaker, Third Annual Science and Policy Exchange, McGill University, Montreal, QC, September 2012.

Recipient of 2011 McGill University, Faculty of Education, Distinguished Teaching Award.

Invited participant, Colloquy on minority males in science, technology, engineering, and mathematics, sponsored by National Science Foundation. Baltimore, MD, August 2010.

Invited participant, Every voice counts: Critical partnerships for teacher education and rural communities. Durban, South Africa, February 2009.

Invited panelist, Children’s Defense Fund, Freedom Schools, National meeting and training. Knoxville, TN, August 2005 & 2006.

Work cited in R. Allen (2007) The essentials of science, Grades 7-12: Effective curriculum, instruction, and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

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4 2005 Critic’s Choice Award for Outstanding Academic Titles, American Library Association, Improving urban science education: new roles for teachers, students, and researchers. Kenneth Tobin, Rowhea Elmesky, and Gale Seiler (Eds.). Rowman & Littlefield.

Invited participant, Optimizing Science Achievement for All Students. First Annual Research Symposium of the Maryland Institute for Minority Achievement and Urban Education, Adelphia, MD, September 2004.

Invited speaker, Sharing Our Success in Urban Science and Math Teaching. Steinhardt School of Education, New York University, May 2003.

2004 Distinguished Dissertation Award, Association of Teacher Educators.

2003 Finalist, Outstanding Dissertation Award, National Association for Research in Science Teaching.

Research Training Fellowship, Spencer Foundation. University of Pennsylvania. 1998-2001.

Peer- reviewed Publications

1.01 Seiler, G. (2018). New norms and forms of participation in a South African science classroom. Anthropology & Education Quarterly, 49, 262-278.

1.02 Jackson, P. & Seiler, G. (2017). I am smart enough to study postsecondary science: A critical discourse analysis of latecomers' identity construction. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-017-9818-0

1.03 Bush, D., Seiber, R., Seiler, G. & Chandler, M. (2017). Examining educational climate change technology: How group inquiry work with realistic scientific technology alters classroom learning. Journal of Science Education and Technology, 26, 1-18. https://doi.org/10.1007/s10956-017-9714-0

1.04 Jackson, P. & Seiler, G. (2017). Identity work in the college science classroom: The cases of two latecomers to science. Science Education, 101 (5), 716-740.

1.05 Bush, D., Seiber, R., Seiler, G. & Chandler, M. (2016). The teaching of anthropogenic climate change and earth science via technology-enabled inquiry education. Journal of Geoscience Education 64, 159-174.

1.06 Seiler, G. (2015). Using theory to “work on” social systems through science education. Journal of Activist Science Teaching 6, 10-15.

1.07 Jackson, P. & Seiler, G. (2013). Science identity trajectories of latecomers to science in college. Journal of Research in Science Teaching 50, 826-857.

1.08 Seiler, G. (2013). Reconstructing curriculum through student voice and choice. Education and Urban Society 45, 362-384.

5 1.09 Seiler, G. (2013). New metaphors about culture: Implications for research in science teacher preparation. Journal of Research in Science Teaching 50, 104-121.

1.10 Seiler, G. (2011). Becoming a science teacher: Moving toward creolized science and an ethic of cosmopolitanism. Cultural Studies of Science Education 6, 13-32.

1.11 Gonsalves, A., Seiler, G., & Salter, D. (2011). Rethinking resources and hybridity: A response to Schademan's ‘What does playing cards have to do with science?’ Cultural Studies of Science Education 6, 389-399.

1.12 Seiler, G. & Gonsalves, A. (2010). Student-powered science: Science education for and by African American students. Equity and Excellence in Education 43, 88-104.

1.13 Metallic, J. & Seiler, G. (2009). Animating Indigenous knowledges in science education. Canadian Journal of Native Education 32, 115-128.

1.14 Seiler, G. & Abraham, A. (2009). Hidden wor(l)ds in science class: Conscientization and politicization in science education research and practice. Cultural Studies of Science Education 4, 739-753.

1.15 Seiler, G. (2008). Context-bound chalkface: A science classroom in post-apartheid South Africa (Book Review). Cultural Studies of Science Education 3, 217-225.

1.16 Seiler, G. & Elmesky, R. (2007). The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms. Teachers College Record 109, 391-419.

1.17 Elmesky, R. & Seiler, G. (2007). Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities. Cultural Studies of Science Education 2, 73-103.

1.18 Noblit, G., Hwang, S., Seiler, G. & Elmesky, R. (2007). Forum: Toward culturally responsive discourses in science education. Cultural Studies of Science Education 2, 105- 117.

1.19 Seiler, G., Tobin, K. & Sokolic, J. (2003). Reply: Reconstituting resistance in urban science education. Journal of Research in Science Teaching 40, 101-103.

1.20 Seiler, G. (2001). Reversing the "standard" direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching 38, 1000-1014.

1.21 Seiler, G., Tobin, K., & Sokolic, J. (2001). Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schools. Journal of Research in Science Teaching 38, 746-767.

1.22 Tobin, K., Seiler, G., & Smith, M. W. (1999). Educating science teachers for the sociocultural diversity of urban schools. Research in Science Education 29, 69-88.

6 1.23 Tobin, K., Seiler, G., & Walls, E. (1999). Reproduction of social class in the teaching and learning of science in urban high schools. Research in Science Education 29, 171-187.

Books and Book Chapters

2.01 Seiler, G. (In Press). Challenging whiteness in science education. In Prime, G. (Ed.), Centering Race in the STEM Education of African American K-12 Learners. New York: Peter Lang.

2.02 Gonsalves, A. & Seiler, G. (2012). Recognizing “Smart super-physicists”: Gendering competence in doctoral physics. In Varelas, M. (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts. Rotterdam: Sense Publishers.

2.03 Seiler, G. (2011). Teaching for democratic reconstruction: A science classroom in rural South Africa. In Basu, S.J., Calabrese Barton, A., & Tan, E. (Eds.), Democratic science teaching: Building expertise to empower low-income minority youth in science. Rotterdam: Sense Publishers.

2.04 Seiler, G. & Blunck, S. (2010). Between the edges and seams of identity in science. In Scantlebury, K., Kahle, J.B., LaVan, S.K., & Martin, S. (Eds.), Re-visioning science education from feminist perspectives: Challenges, choices and careers. Rotterdam: Sense Publishers.

2.05 Seiler, G. (2008). The P-O-W-E-R of Children’s Defense Fund Freedom Schools. In Payne, C. & Strickland, C. (Eds.), Teach freedom: The African American tradition of education for liberation. New York: Teachers College Press.

2.06 Seiler, G. (2006). Student interest-focused curricula. In Tobin, K. (Ed.), Teaching and learning science: A handbook. Westport, CT: Greenwood.

2.07 Tobin, K., Elmesky, R. & Seiler, G. (Eds.) (2005). Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield.

2.08 Seiler, G. (2005). All my life I been po’: Orality as a resource for science teaching and learning. In Tobin, K., Elmesky, R. & Seiler, G. (Eds.), Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield.

2.09 Seiler, G. & Butler, L. (2005). Painting the urban landscape: Urban schools and urban classrooms. In Tobin, K., Elmesky, R. & Seiler, G. (Eds.), Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield.

2.10 Seiler, G. & Elmesky, R. (2005). The who, what, where and how of our urban ethnographic research. In Tobin, K., Elmesky, R. & Seiler, G. (Eds.), Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield. 7

Research Presentations (10 years)

3.01 Seiler, G. & Makori, H. (March, 2018). Disrupting traditional science teaching: Ambitious science teaching in a practice-based teaching methods course. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.

3.02 Seiler, G. (December, 2017). Moss vs. Algae: Meaning-making and position-taking among neoindigenous students. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.

3.03 Seiler, G. & Richardson Bruna, K. (January, 2017). Growing elementary science teachers’ identities around ambitious, culturally responsive teaching. Paper presented at the annual meeting of the Association for Science Teacher Education, Des Moines, IA.

3.04 Seiler, G. (November, 2016). The role of race and racialized experiences in students’ access to identities as learners. Plenary presentation at Bridging Research and Practice in K-12 STEM Education for Minority Learners. Morgan State University, Baltimore, MD. Sponsored by the Spencer Foundation.

3.05 Seiler, G. (November, 2016). Public Anthropology, Education, and Social Justice. Paper presented at the annual meeting of the American Anthropological Association, Minneapolis, MN.

3.06 Seiler, G. & Richardson Bruna, K. (May, 2016). Young scientists and ambitious teachers improving health in an urban ecosystem. Poster presented at the annual meeting of Science Education Partnership Award (SEPA) recipients, National Institutes of Health, Washington, DC.

3.07 Seiler, G. & Walls, L. (November, 2015). Colorblindness in Nature of Science (NOS) research. Paper presented at the annual meeting of the American Anthropological Association, Denver, CO.

3.08 Seiler, G. (November, 2015). Exploring the use of a virtual world to prepare culturally competent teachers. Paper presented at the annual meeting of the National Association of Multicultural Educators, New Orleans, LA.

3.09 Seiler, G. (April, 2015). Creating transformative science learning spaces or reproducing alienated learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

3.10 Seiler, G. (December, 2014). Creating learning spaces for racialized, minority-language youth in Montreal. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.

8 3.11 Seiler, G. & Walls, L. (April, 2014). Research and classroom spaces for creative visions of scientists among African American third graders. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.

3.12 Seiler, G. (April, 2013). Developing ambitious and culturally responsive science teaching practices with pre-service teachers. Participant in symposium at the annual meeting of the National Association for Research in Science Teaching, San Juan, Puerto Rico.

3.13 Seiler, G. (November, 2013). Classrooms as cultural spaces: Preparing teachers who can mobilize students’ out-of-school resources. Paper presented at the annual meeting of the American Anthropological Association, Chicago, IL.

3.14 Lin, T. & Seiler, G. (April, 2013). New ideas for preparing university teaching assistants and peer facilitators: Drawing from secondary science teacher education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Juan, Puerto Rico.

3.15 Seiler, G., Charles, E., d’Apollonia, S., Kunicki, S., & Whittaker, C. (November, 2012). Using technology and innovation to improve science education. Paper presented at the annual meeting of the Society for Teaching and Learning in Higher Education, Montreal, QC.

3.16 Seiler, G., Jackson, P., & Handelsmann, R. (2012). Bringing theory and data into serious conversation. Paper presented at the annual conference of the Education Graduate Student Society, McGill University, Montreal, QC.

3.17 Seiler, G. (March, 2012). Identity and science education research: Topics, issues, and trends. Participant in symposium at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

3.18 Seiler, G. (March, 2012). Narratives and interactional self-construction: Why are all the Cree students chatting together about science? Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

3.19 Seiler, G. (April, 2011). Teaching science for democratic reconstruction in rural South Africa. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.

3.20 Jackson, P. and Seiler, G. (April, 2011). Conceptualizations of identity in educational research: Theoretical and methodological considerations. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

3.21 Seiler, G., Abraham, A., Gonsalves, A., Jackson, P., & Peters, S. (March, 2010). Theoretical and methodological coherence in conceptualizing identity. Participant in symposium at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

9 3.22 Pozzer-Argenghi, L. & Seiler, G. (March, 2010). Students discussing science: Individual and collective agency challenging structure and (re)shaping identities in science classrooms. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

3.23 Seiler, G. (February, 2009). Dismantling walls of silence in a rural science classroom. Paper presented at an international symposium, Every voice counts: Critical partnerships for teacher education and rural communities, Durban, South Africa.

3.24 Seiler, G. (April, 2008). Pathways to new possibilities: Creolized science, solidarity, and hybrid identities. Participant in symposium at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Professional Development Facilitation

Co-facilitator, Seeking Educational Equity and Diversity (SEED), a year-long peer-led professional development program that promotes change through self-reflection and interpersonal dialogue. Sponsored by the ISU Office of Diversity and Inclusion.

Resident professor for preservice teachers, Naskapi Reserve, Schefferville, Quebec.

On-site coordinator for preservice teachers, Rural Teacher Education Project, University of KwaZulu Natal, South Africa

Practical ideas for using inquiry in high school science. Distinguished Educator Seminar Series, sponsored by Center for Educational Leadership, McGill University.

The power of collaboration in teaching science. Greater Montreal STEM Symposium, sponsored by Ministry of Education and LEARN Quebec.

Radio Productions Produced and hosted numerous editions of Local Talk on KHOI community radio, Ames, IA. Example: Rethinking Columbus, Oct. 10, 2016 http://khoifm.org/node/1479 (starts at 13:30)

Memberships National Association for Research in Science Teaching Association of Science Teacher Educators National Association for Multicultural Education American Educational Research Association American Anthropological Association (Council on Anthropology in Education)

Review of manuscripts Journal of Research in Science Teaching Science Education Journal of Science Teacher Education Urban Education Journal of Teacher Education 10

Review of conference proposals National Association for Research in Science Teaching National Association for Multicultural Education American Educational Research Association American Anthropological Association

Professional Service Editorial Board, Journal of Research in Science Teaching Editorial Board, Journal of Science Teacher Education Editorial Board, Journal of Teacher Education

Service while at Iowa State University • Secondary Science Education Program, coordinator. • Education for Social Justice Graduate Certificate, director of certificate. • College of Human Sciences Curriculum Committee, SOE representative. • Secondary Education Committee, member • Elementary Education Committee, member. • Tenure Review Committee, member. • Third Year Review Committee (pre-tenure), member. • Third Year Review Committee (post-tenure), member. • Search Committee for Presidential High Impact Hire, Multicultural Education, chair. • Search Committee for Associate Director of School of Education, member. • Undergraduate Curriculum Committee, member. • 2015 ISU Social Justice Summit, planning and facilitation.

Service while at McGill University – 2007 to 2014 • University Widening Participation Committee, member. • Graduate Program Committee, member. • Undergraduate Curriculum Committee, member. • Faculty of Education, Diversity and Equity Committee, founding member. • Science education search committee, chair. • Mathematics education search committee, member. • International education search committee, member. • Residences at McGill University, hall director. • Supporting Active Learning and Technological Innovation in Science Teaching (SALTISE), member and PI. • Black Communities Demographic Project, consultant. • DESTA Black Youth Network, board member and chair of Education Committee. • Québec Educational Mathematics and Science Alignment Project (QEMSAP), member. • Collective Learning Using Engagement, Tyndale-St. Georges Community Center, afterschool program, founder and director. • Co-founder of Community Captured, an annual photo display that fosters communication about social issues by inviting community members and organizations to document their lives and work in photographs.

11 Service while at University of Maryland Baltimore County - 2002 to 2007 • Faculty Senator. • NCATE Diversity Committee, Department of Education, chair. • NCATE Coordinating Committee, Department of Education, member. • University System of Maryland Faculty Initiatives on Diversity, member. • Ad hoc University Committee on faculty teaching evaluation, member. • Vertically Integrated Partnerships K-16 Project (NSF-funded), faculty fellow. • Meyerhoff Scholars, faculty mentor. • Baltimore Freedom School, summer program, founder and director.

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