معرفی
Daniel Morales-Doyle is an Associate Professor of Science Education and coordinator of the licensure strand of the MEd Science Education program at the University of Illinois at Chicago (UIC), Department of Curriculum & Instruction. His research focuses on leveraging science education to foster social justice, equity, and sustainable futures, particularly examining sociopolitical dimensions of science curriculum, teaching, and teacher education. Prior to academia, he taught high school science in the Chicago Public Schools for over a decade.
Education:
- PhD in Curriculum Studies, University of Illinois at Chicago (2015)
- MSEd in Secondary Science Teaching, Northwestern University (2005)
- BA in Chemistry, University of California at Berkeley (2002)
Research Interests: Morales-Doyle’s work centers on youth participatory science, curriculum design for equity, and addressing systemic inequities in STEM education. He advocates for science education as a tool for social transformation, emphasizing critical pedagogy, community engagement, and anti-racist practices. His projects often involve collaborations with schools and community organizations to co-create curricula addressing local environmental and social justice issues.
Grants & Collaborations:
- Principal Investigator (PI): NSF Grant ‘Youth Participatory Science to Address Urban Heavy Metal Contamination’
- Co-Principal Investigator (Co-PI): NSF Grant ‘Science Education for Excellence & Equity in Chicago (Project SEEEC)’
Awards & Recognition: While no explicit awards are listed, his contributions to equity-focused STEM education and community partnerships reflect significant scholarly and practical impact.
Teaching & Service: Courses include ‘STEM, Education, and Society,’ ‘Curriculum for Equity in Secondary Science,’ and ‘Research on Science Curriculum.’ He actively participates in teacher education programs, mentoring future educators in justice-centered pedagogies.
