Mark Windschitl, Ph.D.,is a professor in the UW College of Education. Dr. Windschitl's research interests deal with the early career development of science teachers. Our research group has recently received National Science Foundation funding for a five-year project to develop and study a system of tools and tool-based practices for early career and pre-service secondary science teachers that support transitions from novice to expert-like pedagogical reasoning and practice.
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Jessica Thompson,Ph.D., is a research assistant professor in the UW College of Education. She is the Co-Principal Investigator on the NSF Tool Systems grant and the Principal Investigator on the Knowles Science Teaching Mentoring grant. Her research focuses building networks to support novice and experienced science teachers work collaboratively on ambitious equitable practices.
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Melissa Braaten, Ph.D.,Melissa Braaten is an Assistant Professor in science education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Melissa is continuing to work with the team to develop tools, coursework, and professional learning experiences with pre-service and in-service teachers in the Madison area.
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Hosun Kang, Ph.D., is a postdoctoral research associate for the Teachers Learning Trajectories grant in the UW College of Education. She is interested in helping science teachers to develop rigorous and equitable pedagogy and in supporting all students to learn science meaningfully. She is particularly interested in how beginning teachers develop their classroom practices as they learn from their students. 
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David Stroupeis the teaching assistant for the Secondary Science Methods class and a PhD student in science education at the University of Washington. His research interests include teacher science content knowledge, and how teachers make lessons and units relevant for different groups of students based on students' science experiences in their school and local communities.
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Sara Hagenah is the research assistant for the Advancing Ambitious Equitable Teaching Practices grant, a Ph.D. student in science education at the University of Washington, and a Science Education Professor at Antioch University Seattle. Her research interests involve the intersection between ambitious and equitable science teaching. Specifically, she is interested in how teachers connect rigorous science to students' lived experiences in classroom talk.
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Kat Laxton is a science coach and teaching assistant for the University of Washington’s Teacher Education Program.  As a teaching assistant and coach, she works primarily in helping support and develop the ambitious and equitable teaching skills of the UW’s teacher candidates. 
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Karin Lohwasser is a science coach and teaching assistant for the Teacher Education Program, and a PhD student in science education at the University of Washington. In her research, she focuses on the professional support and collaboration of in-service science teachers. She is interested in bridging educational research and practice, and in connecting science teachers with scientists.
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Christine Chew is a first year doctoral student studying Science Education. Christine is the research assistant for the Noyce Teaching Scholars program, which funds select talented math and science teachers-to-be who are studying in the UW Teacher Education Program.
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Carolyn Dawson is a research assistant to Mark Windschitl and an M.Ed student at the University of Washington. Her research interests include looking at how ambitious and equitable science practices can be utilized in elementary classrooms and how to help elementary teachers experience success with implementing these practices.
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