Helen Meyer, PhD, Associate Professor, Curriculum and Instruction

Dr. Helen Meyer is the Program Coordinator of the Curriculum & Instruction program and director of the UC|FUSION center in the School of Education at the University of Cincinnati. She teaches graduate level courses in Science Education and Professional doctoral seminars. Dr. Meyer received her Ph.D. in Curriculum and Instruction from the University of Wisconsin – Madison. She received her MA from Columbia University in Secondary Science Education. During her doctoral studies she worked for two and a half years in the Southern African country of Nambia as a consultant at a College of Education. While there, she gathered data for her doctoral thesis which focused on the use of action research in teacher education and the development of a social constructivist model for international development. She is interested in international development programs and policies specifically as they relate to education.

Education

• Ph.D. August 2000, University of Wisconsin-Madison, Department of Curriculum and Instruction: Teacher Education, Science
• M. A. August 1988, Teachers College-Columbia University, New York, NY, Mathematics and Science Education
• B. S. May 1984, University of Wisconsin-Eau Claire, College of Arts and Sciences: Biology and Chemistry

Appointments

• Director, UC|FUSION Center, School of Education, University of Cincinnati, 2010 – present
• Program Coordinator, Curriculum & Instruction, School of Education, University of Cincinnati, 2008- present
• Associate Professor, University of Cincinnati, College of Education, Division of Teacher Education, 2006 -present
• Assistant Professor, University of Cincinnati, College of Education, Division of Teacher Education, 2000 – 2006
• Educational Development Consultant, Umea University, Umea Sweden, Caprivi College of Education, Katima Mulilo Namibia, 1995 – 1997

Peer-reviewed Publications

Basham, J., Meyer, H., & Perry, E. (in press). Digital backpacks for 21st century skills. Learning and Leading with technology.

Meyer, H., Stinson, K., Harkness, S., & Stallworth, J. (2010). Middle grades teachers’ characterizations of integrated mathematics and science instruction. Middle Grades Research Journal. 5(3)

Basham, J., Meyer, H., & Perry, E. (2010). The design and application of the digital backpack. Journal of Research on Technology in Education. 42(4), pp. 339-359.

Stinson, K., Harkness, S., Meyer, H., & Stallworth, J. (2009). Mathematics and science integration: Models and characterizations School Science and Mathematics 3, 153-161

Meyer, H. (2007). Is it molecules? Again! A review of students’ learning about particle theory The Chemical Education Journal

Meyer, H. (2006). Strategies for teaching controversial socioscientific issues Science Education Review, 106, 110

Siedel, K., & Meyer, H. (2006). Quality (and/or?) control: perils and promises of standards-based school reform in urban contexts Journal of Urban Learning, Teaching, and Research, 61, 80

Meyer, H., Maltbie, C., & Ludwig, K. (2005). Building school’s capacity for assessment and evaluation: results of a statewide needs assessment The Ohio Journal of Teacher Education, 18, 28

Whitfield, D., & Meyer, H. (2005). Learning from our students: photovoice and classroom action research Science Education Review, 97, 105

Meyer, H., & Kroeger, S. (2005). Photovoice as an educational action research tool Qualitative Research Journal, 185, 194

Meyer, H. (2004). Novice and expert teachers’ conceptions of learners’ prior knowledge Science Education, 970, 983

Meyer, H., Hamilton, B., Kroeger, S., Stewart, S., & Brydon-Miller, M. (2004). The unexpected journey: Renewing our commitment to students through educational action research Educational Action Research, 557, 574

Meyer, H. (2003). Democratic partnership development in namibia Africa Today

Book Chapters

Meyer, H. (2002). Monographs on journal of research in teacher education. A travelogue of change: Integrating action research into the BETD. Umea, Sweden University Press.

Siedel, K., & Meyer, H. Controversies in urban education. Quality and/or control: Standards-based school reform in urban contexts. Mellon Press.

Synergistics Activities

As the Director of the FUSION center, Dr. Meyer works with university, school, community, and business partners across the state of Ohio. The center is a central partner in the Ohio STEM Learning Network’s research, development and dissemination network for student and teacher development in STEM areas. Additionally, as the Project Director of UC’s Woodrow Wilson Teaching Fellows program, she is actively engaged in cross-college program development activities around STEM education. Through this position, she also engages in a National dialogue with STEM educators and teacher educators.

Scientific Collaborators

• Danielle Dani, Ohio University
• Sigrid Wagner, Ohio State University
• Nidaa Makki, University of Akron
• Mark Waner, John Carroll University
• Nelson Maylone, Eastern Michigan University