Libby Gerard

Libby Gerard is an Associate Adjunct Research Professor at the University of California, Berkeley School of Education and a Research Director for the Technology-Enhanced Learning in Science (TELS) Center. Her work focuses on leveraging innovative technologies to enhance science education through student idea capture, automated assessment, and teacher professional development.

• Doctorate in Educational Leadership (EdD), Mills College (2008)
• Bachelor’s in English Literature and Philosophy, Emory University (2000)

Her research emphasizes:

• Automated scoring of student essays using NLP to improve science explanations
• Real-time instructional customization using embedded assessment data
• Technology-driven professional development for teachers and principals
• Social justice integration in science pedagogy
• Collaborative revision frameworks for inquiry-based learning
• K-12 education adaptation during the pandemic

Recent publications highlight trends in educational technology for science learning, with a focus on NLP applications, interactive inquiry modules, and equitable teaching practices. She has authored studies in journals like Science, Review of Educational Research, and Computers & Education, often exploring how automated systems can enhance teacher-student dynamics.

Scientific Awards:

• Best Paper Award at the AI4EDU Workshop (AAAI Conference, 2020)

Libby leads funded projects such as:

• TIPS (NSF, 2021-2025): NLP for science education
• ARISE (Hewlett Foundation, 2020-2023): Anti-racism in science education
• STRIDES (NSF, 2018-2022): Responsive instruction for science teachers
• PLANS (NSF, 2015-2020): Automated learning support systems

She contributes to teacher training through courses like Research Methods for Science Teachers and Apprentice Teaching in Science, emphasizing data-driven pedagogy and inquiry-based instruction.