is a professor of Science Teaching and Learning at the University of Washington. His research interests deal with the early career development of science teachers—in particular their trajectories toward ambitious and equitable pedagogy. His most recent work—with Dr. Jessica Thompson and funded by the National Science Foundation—is organized around the development of Networked Improvement Communities as a social infrastructure for teachers to collectively solve difficult problems related to ambitious teaching. Work from this and related projects has appeared in The American Educational Research Journal, Teachers College Record, Cognition and Instruction, Phi Delta Kappan, Science Education, and in white papers commissioned by the National Research Council and the National Academy of Science. Dr. Windschitl is the PI on a Noyce Teaching Scholars grant and has supported approximately 30 teachers in that program in their transitions to urban schools. He also administrates the Annenberg Fellowship program, known as the Rhodes Scholarships of Teaching— for teacher candidates at the UW. He is the recipient of the 2002 AERA Presidential Award for Best Review of Research, the co-author of the chapter on Science Teaching in the new AERA Handbook of Research on Teaching, and a member of the National Research Council Committee on Strengthening and Sustaining Teachers.