NANCY WHITESIDE BRICKHOUSE
Bio sketch
Dr. Brickhouse is the Deputy Provost at the University of Delaware. Following promotion to Full
Professor she advanced through a series of increasingly complex administrative appointments:
Associate Director and Director of the School of Education, Deputy Dean and Interim Dean of
the College of Education and Human Development, and Interim Provost. She holds a B. A. in
Chemistry from Baylor University (Phi Beta Kappa, Magna Cum Laude) and an M.S. and Ph.D.
from Purdue University (Distinguished alumna, College of Science). Prior to attending Purdue,
she taught chemistry, physics, and physical science in a rural school district in northeast Texas.
Under Dr. Brickhouse’s leadership in the College of Education and Human Development
graduate and professional programs increased substantially in size and stature. The doctoral
program became more selective and federally sponsored research grants increased, leading to a
40-point rise in U.S. News and World Report ranking. Dr. Brickhouse led a revision of the
Elementary Teacher Education program to assure that future teachers were exceptionally well
prepared to teach in the most challenging settings. With significant support from the National
Science Foundation (NSF), courses in science and mathematics were integrated with methods
courses, providing a national model for excellence in teacher education.
As Interim Provost, Dr. Brickhouse developed the first three-year budgetary plans for all
colleges and central academic units. Dr. Brickhouse enhanced the research enterprise ($140M
annual sponsored research expenditures) via effective fund-raising and planning for new capital
projects. Dr. Brickhouse consolidated international programs under the purview of a new
Associate Provost and led the renovations of a highly visible, historic building to serve as a hub
of activity for international students and scholars. Her leadership resulted in the most diverse
class of first year students in the history of UD in Fall 2013. As Deputy Provost she led a
university-wide review of the decentralized budget model. She is leading teams to develop a
campus-wide strategy for on-line and technology-enhanced teaching and for re-imaging of
general education.
Dr. Brickhouse’s research has focused on access to science literacy. She has been the Principal
Investigator or co-Investigator on over $10 million in projects funded by NSF, the U.S.
Department of Education, and the Spencer Foundation. Her work has been published in the
premier journals in her field, including Science Education, the Journal for Research in Science
Teaching, and Educational Theory. Her publications informed the National Academy of
Sciences K-12 framework for science education and their report on informal learning. Her
research is well known internationally. She contributed to the creation of the first doctoral
program in science education throughout Sweden. Dr. Brickhouse served a term as editor-inchief of Science Education, an ISI top 20-ranked journal in Education and Education Research.
She is currently co-investigator on the Maryland and Delaware Climate Change Education,
Assessment and Research project (MADE CLEAR), a $5.7 M project funded by the NSF.
Nancy W. Brickhouse
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Nancy W. Brickhouse
HOME
6 Fox Lane
Newark, DE 19711
Tel. (302) 283-1412
E-mail: [email protected]
Current Position
Deputy Provost, University of Delaware, Professor of Science Education, School of Education,
University of Delaware
Education and Honors
Ph.D. in Science Education, Purdue University, David Ross Fellow
M.S. in Chemistry, Purdue University; Outstanding Alumna, College of Science
B.A. in Chemistry, Baylor University, Magna Cum Laude, Phi Beta Kappa
Administrative Experience
Aug. 2013 – Present: Deputy Provost
• Chief advisor to the Provost; broad responsibilities for academic affairs, international
programs, and institutional research.
• Lead a review of our responsibility-centered budget model with a team of senior faculty
and administrators to resolve long-standing challenges and assure alignment with
academic priorities. Recommendations to the Provost May 2014 included changes in the
distribution of revenue, incentives for increasing fund-raising for student scholarships,
and methods of paying for shared services; recommendations also include more rigorous
analyses of cost and quality of academic programs and periodic reviews of cost centers.
• Creating and implementing academic innovations to increase enrollment during our 5week WinterSession: budgetary incentives for colleges to increase offerings, new
pipelines for visiting international students, collaborations with housing to lower cost for
students. 7% increase in Winter 2014. Plans for Winter 2015 include working with
enrollment management to create more attractive financial packages that will increase net
revenue and managing a very large class of first year students by using WinterSesstion to
help them stay on track and introduce them to majors with capacity and strong postgraduation opportunities.
• Lead the development of a plan to increase the impact of our professional master’s
programs through the appropriate use of technology and global partnerships. We have
conducted market-based research on professional programs university-wide and set a
target of 5,000 students on-line. We have vetted potential partners and are now writing
the RFP with an anticipated program start date of January 2015. This is a high priority for
the Board of Trustees, President and Provost.
• Initiated a conversation with the Provost to give high priority to the revision of our
general education program. With hundreds of courses that were only loosely coupled to
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ten poorly defined goals, and an accreditation review that pointed out these weaknesses,
faculty were ready for a change. I worked with the Faculty Senate to put together three
different committees to work on various aspects of the development and vetting of new
goals. The Provost has met with them and provided support and feedback. We expect
formal approval by the Faculty Senate in December 2014. Plans for delivery of the new
goals will commence in the Spring 2015.
Worked with the Provost in populating a new strategic planning committee. Meet with
the committee bi-weekly. Worked with a colleague in developing the plan to meet with
all academic departments and 60 additional constituent groups to seek their input on the
early ideas of the committee. Assured coordination of the general education revision
project by co-populating the general education committees and the working groups for
strategic planning.
Acquired external funding (~$1M) to establish a new Center for Premedical and Health
Professions Studies that supports students in their application to medical and other health
professions programs. 75% Medical Scholars achieved scores allowing them to
matriculate into Thomas-Jefferson Medical School. A 25-person Living-Learning
community and a post-baccalaureate program established in Fall 2014.
Initiated the integration of the Office of International Students and Scholars into a larger
global portfolio and completed a $1.3M, six-month renovation of a historically
significant building in the heart of campus to provide a highly visible, welcoming
presence for international students and scholars (approximately 440 students per week);
provided new revenue streams to support programs in service of full integration of
international students and scholars into campus and community activities.
Under my direction, the Office of Service and Experiential Learning and the Institute for
Global Studies extended service-learning opportunities during Spring Break to Argentina,
Jamaica, and the Dominican Republic. In three years, tripled the number of students
participating in service learning or Alternative Break opportunities. Joined the Clinton
Global Initiative University, a 30-institution network that engages student leaders in
solving worldwide problems. Students awarded national recognition for designing a
rowboat that would enable individuals with physical disabilities to row.
Under my direction, the Institute for Global Studies sponsored a 17-person delegation to
four universities in China, one in Korea, and one in Japan to formalize long-standing
faculty collaborations, to establish a program whereby Xiamen provides $1M to support
Xiamen doctoral students at UD, to agree on establishing an American cultural center at
Xiamen, to participate in a two-day research symposium with UD/Xiamen University
researchers, to create new dual degree programs, to plan programming for the Confucius
Institute, to plan for joint planning for a liberal arts education symposium, and to support
new alumni clubs in Beijing and Shanghai.
Under my direction, the Office of Institutional Research and Evaluation developed a plan
for the forthcoming Middle States Accreditation Review with a focus on the assessment
of student learning outcomes in courses designed to meet general education goals.
Lead administrative negotiating team in developing a proposal for a vote by the
American Association of University Professors to repurpose some retirement benefits for
investments in new and current faculty.
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Charged a committee to submit an application for classification as a Carnegie Engaged
University. Application submitted in April 2014. Charged a Commission in Aug. 2014
to review the materials in the application and devise a plan for coordinating and
enhancing our community engagement.
Serve on the Steering Committee for developing a strategic plan for enrollment
management.
June 2012 – Aug. 2013: Interim Provost, Special recognition from the Board of Trustees for
exemplary service
• Responsible for the administration of all programs of instruction, research, and service,
and for facilitating the success of the University's faculty and students. The deans of the
seven colleges report directly to the Provost as do the Deputy Provost, the Vice Provost
for Research, the Vice President for Student Life, the Vice Provost for libraries, the Vice
Provost for Graduate and Professional Education, the Associate Provost for Enrollment
Services, and the Director of Museums. Report to the Academic Affairs Committee of
the Board of Trustees. Fiduciary responsibility for approximately half of the $1B
operating budget.
• Established the first 3-year operating budget projections for all colleges and academic
units to facilitate better planning.
• Worked with the College of Engineering (12% UD faculty, 43% UD sponsored research
expenditures) to resolve a $25M structural deficit created by overspending and faulty data
used in budgeting; provided one-time funding to last for a few years while also
mandating that they balance their budget; today they are solvent and were successful in
hiring a new dean (member, National Academy of Engineering).
• With our Development Office, put in place a process to measure the success of
fundraising in the colleges by creating metrics based on donor pipelines. These include
cultivation, solicitation, and close goals that provide accountability for attainable goals.
Initiated faculty and staff fundraising for each college, resulting in gifts in excess of $1M
for the past two years. In 2013, UD raised $63M, the largest amount in UD history.
• Negotiated a request of $12M from the Unidel Board – double the amount received in
FY12. Filled three interdisciplinary career development chairs in the environment –
funded by a $3M gift from the Unidel Foundation.
• Completed the consolidation of international activities under the authority of an
Associate Provost for International Programs, reporting to the Deputy Provost. Hired an
Associate Provost and a Director of the Office of International Students and Scholars
with significant expertise in global studies.
• Set policies and practices to enhance the quality and diversity of students and faculty
resulting in substantial increases in student diversity for two consecutive years; Fall 2013
is UD’s most diverse class - 25.6% of first year students are underrepresented minority or
international students. This represents a 15% increase over two years.
• Served on the Executive Committee of the University of Delaware-Thomas Jefferson
University Partnership, developing articulated programs in pharmacy, nursing,
occupational therapy, and public health. This collaboration also facilitated the acquisition
of a $20M NIH Center for Clinical and Translational Research.
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Hired the Vice Provost for Research and worked with him to establish policy to provide
stronger support for graduate students and research from federal research funds.
Planned for the successful occupation of the $132M Interdisciplinary Science and
Engineering Building with core research laboratories in nanofabrication, electron
microscopy, and materials characterization.
Led the planning and financing of a new functional Magnetic Resonance Imaging
research facility.
Directed the collective bargaining team in negotiating a 2014-17 AAUP contract that
provides greater flexibility in the assignment of faculty workload and a compensation
package that provides overall savings for UD while keeping us competitive with peer
institutions.
Commissioned the first campus-wide space audit to inform decision-making regarding
capital needs. For example, the results showed adequate classroom and office space, but
inadequate space for student life activities and laboratories. The results also suggested
cost savings that could be realized be reducing time between classes from fifteen minutes
to ten.
In collaboration with the College of Health Sciences, acquired approval from the Faculty
Senate on a new graduate program in Speech Language Pathology and full funding from
the state of Delaware to support the capital and personnel demands of the program.
Supported the steady increase in research expenditures ($200M total sponsored
expenditures, $140M sponsored research expenditures) with a NSF ranking of #71 for
universities without a medical school.
Served on the search committee for the new head football coach.
Co-Chair of the University of Delaware United Way campaign, raising $185,000.
Worked with a small team to lead the campus through Hurricane Sandy, one of the most
threatening national disasters in our history; closed the campus and rescheduled classes
with few negative consequences for our students, faculty, and staff.
July 2011 – June 2012: Deputy Provost
• Chief advisor to the Provost; broad responsibilities for academic affairs, international
programs, and institutional research
• Worked with the Faculty Senate on all curricular changes and academic policy matters.
• Extended the global role, leadership, geographic presence and visibility of UD; managed
the Institute for Global Studies (including Study Abroad) and the Confucius Institute;
established the Global Research Consortium to facilitate research projects across
colleges.
• Provided leadership for the ongoing assessment needs for Middle States Accreditation –
including oversight of key offices such as Institutional Research and the Center for
Teaching, Assessment, and Learning.
• Provided leadership for key recruitment and support programs for undergraduate
students. This includes the First-Year Experience, advisement for students who have not
declared majors, and federally funded TRIO programs.
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Oversaw programs that recruit and support our most talented undergraduate students,
such as the Honors Program, Summer College, Undergraduate Research, and Service
Learning.
Led revisions to Academic Program Reviews, with particular emphasis on the use of
student learning outcomes and national benchmarking data sets.
Worked closely with deans, other senior administrators, and the Office of the President in
coordinating the activity of the Provost's Office with the Colleges, President's Office, and
with University development efforts; member of senior management team.
Served on the Faculty Board on Athletics.
January 2011 -- August 2011: Interim Dean, College of Education and Human
Development
• Stabilized the College following a significant reorganization in 2010. The college
changed from a large conglomeration of academic units and service centers to a smaller,
mission-driven unit with a stronger focus on research.
• Aligned the goals of centers to support the academic priorities and research mission of
the college. Research expenditures were 10% of sponsored activity expenditures in 2009
and 22% of sponsored activity expenditures in 2011. Total sponsored activity
expenditures in 2011 were $25M.
• Improved the U.S. News & World Report ranking of the graduate programs in the
education to #26 (steady upward progress from #66 in 2002). This was achieved by
reducing the number of admissions to the Ph.D. program, increasing the quality of the
Ph.D. students by limiting admissions to full-time students only and by increasing
numbers of admissions in areas with strong students. We increased the reputational
rankings of our graduate programs by actively promoting our programs to educational
leaders.
• Created a College-wide contracts and grants unit to support sponsored activities. This
change was led by staff who believed we could provide better support at lower cost by
creating a unit which enabled staff to become more specialized in their expertise and
provided more opportunities for professional development and advancement. I supported
their vision.
• Managed a budget of $63 million; planned and implemented budget reductions as
required by a 15% reduction in state line funds. Low impact services eliminated. Federal
Race-to-the-top grant funding used to replace some of the loss of state funds.
July 2008 -- January 2011: Deputy Dean, College of Education and Human
Development, University of Delaware. During my appointment the College has
reconfigured from the College of Human Services, Education, and Public Policy to the
College of Education and Public Policy to the College of Education and Human
Development
• Assisted the Dean in the management of all aspects of the College, including personnel
decisions and the implementation of responsibility-based budgeting.
o Reviewed all of the College Centers in terms of their alignment with the mission
of the College.
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o Established development priorities in preparation for a multi-year capital
campaign.
o Conducted space and technology audits leading to improvements in our utilization
of these resources.
Acquired and administered UNIDEL funds for seed grants, leading to the development and
submission of six new multi-investigator grants to federal research agencies.
Reviewed academic programs, leading to closure of under enrolled programs.
Developed and supported a study tour program for graduate students in China in
collaboration with Michigan State University and the University of Washington.
Led the development of new degree programs: the Masters of Arts in Teaching, including
the Science/Math residency program; and the highly successful Ph.D. program in
Economics Education, a joint degree between the School of Education and the Department
of Economics.
Managed the College budget for graduate student stipends and tuition scholarships; used
graduate student tuition scholarships strategically to support diversity.
Developed and implemented the communication to Delaware residents regarding changes
in tuition policy and the state’s elimination of the Summer Tuition program for teachers.
Coordinated Distance Learning workshops for 100+ faculty resulting in four submissions
to the Office of Graduate and Professional Studies for new Distance Education programs.
Three of the four submissions were awarded.
Contributed to the successful establishment of a Confucius Institute
Served on the University Strategic Planning Review Committee and Graduate Program
Council.
Served on the Research Council, Advisory Council to the Institute of Global Studies, and
the Middle States Accreditation Steering Committee.
2007 – Present: Leadership in Delaware
• Awarded the “Strong, Smart, Bold” Award by Girls, Inc. for work in advancing the
participation of girls in science.
• Worked with Governor Markell and educational leaders to pass Senate Bill 16 in support of
earlier hiring of UD graduates as teachers; 2012 report from the UD Institute of Public
Administration shows that the legislation has encouraged more aggressive hiring practices
and earlier offers of teaching contracts.
• Led UD’s contributions to Race-to-the-Top initiatives, including the development of a
STEM residency program, leadership development programs, and the Vision Network.
• Represent the University of Delaware on the state’s P-20 Council, which has developed
policies for governing data sharing and use across multiple institutions and is currently
developing college-readiness standards.
• Ex-Officio member of the Vision 2015 Implementation Team, a K-12 education reform
initiative.
• Served on the state-wide task force that established the first set of science standards for the
state of Delaware.
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2007 – 2009: Director, School of Education
• Led an academic unit of approximately 70 faculty and over 1200 students in 2
undergraduate and 10 graduate programs
• Conducted annual evaluations for 70+ faculty
• Evaluated all faculty applications for promotion and tenure
• Led the creation of a strategic plan for the School of Education
• Led the revision of promotion and tenure guidelines for the School of Education
• Hired excellent new faculty in high needs areas
• Led the development of a new concentration and minor in Urban Education
• Member, CHEP Dean’s Search Committee
• Member, University of Delaware Strategic Planning Committee
2002 – 2006: Associate Director, School of Education, University of Delaware
• Led major revision of the Elementary Teacher Education (ETE) program requiring a
second certification of students in a high needs area
• Led the successful NCATE accreditation of the ETE program in response to six different
specialty organizations
Professorial and Academic Experience
2002 Promoted to Professor of Science Education, School of Education, University of Delaware
1994 Tenured and promoted to Associate Professor, University of Delaware
1988 Appointed Assistant Professor of Science Education, University of Delaware
1991 Visiting Fellow, University of Leeds, Leeds, England
1984-88 Purdue University Department of Chemistry: lecturer, course supervisor, teaching
assistant: Department of Education: student teaching supervisor
1982-84 Chemistry, physics and physical science teacher, Van Independent School District, TX
External Funding
Boesch, D., Brickhouse, N., Shapiro, N. Target, N. MADE-CLEAR: Maryland Delaware
Climate Change Education, Assessment, and Research. National Science Foundation Climate
Change Education Partnership Implementation Grant. 9/15/12-8/31/17. Amount: $5.7M.
Subaward to the University of Delaware: $2M
Boesch, D., Target, N., Brickhouse, N., Shapiro, N. MADE-CLEAR: Maryland Delaware
Climate Change Education, Assessment, and Research. National Science Foundation Climate
Change Education Partnership Planning Grant. 9/15/10-8/31/12. Amount: $999,949. Subaward
to the University of Delaware: $348,000
Brickhouse, N.W. Vision Network. Subaward from Delaware’s Race-to-the-Top Grant.
8/10-8/12. Amount: $839,000
Brickhouse, N.W. STEM Teacher Residency. Subaward from Delaware’s Race-to-the-Top
Grant. 8/10-8/14. Amount: $1.16 million.
Brickhouse, N., Davis, J. & Norris, S. Catalyzing Research in Science Education Policy.
National Science Foundation, Division of Research on Learning. 2/01/10-1/31/11. Amount:
$136,810.
Nancy W. Brickhouse
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Mouza, C. & Brickhouse, N. Research-based Professional Development for High Quality
Teaching. US Department of Education, Title II, 1/15/10-9/15/10. Amount: $264,845.
Fulkerson, G., Kelly, M. & Brickhouse, N. Delaware Lighthouse Chinese Partnership: A
STARTALK Summer Program for Teachers of Early Language Learners. 6/09/09-2/28/10.
Amount: $129,000.
Brickhouse, N. W. Student Support in CHEP for Programs on the Path to Prominence.
University of Delaware Graduate Program Improvement Grant. 4/01/09 – 1/01/10. Amount:
$50,000.
Brickhouse, N. Strengthening Collaborative Education Research. UNIDEL Foundation.
7/01/08- 7/01/12. Amount: $145,500.
Brickhouse, N. W. & Mouza, C. Wilmington-based Professional Development for High
Quality Teaching, US Department of Education, Title II, 11/01/08-09/15/09. Amount: $127,000.
Ford, D. J., & Brickhouse, N. W. Bringing young girls into science with books and inquiry,
National Science Foundation, Program on Gender Equity, 9/1/02 - 9/1/05. Amount: $340,000.
Brickhouse, N. W. Transitions in Girls’ Engagement and Talk about Science In and Out of
School, by the Delaware Department of Education and the National Science Foundation, 1/1/0012/1/00. Amount: $15,000.
Brickhouse, N. W., & Schultz, K. Girls’ Engagement with/in Science, by the Spencer
Foundation, 9/96 - 8/31/97. Amount $13,800.
Shipman, H. S., & Brickhouse, N. W. Teacher Preparation for New Standards. Subcontract
from the Department of Public Instruction, 2/96 - 8/96. Amount: $50,000.
Shipman, H. S., & Brickhouse, N. W. DPI New Standards. Subcontract from the
Department of Public Instruction, 12/94 - 8/95. Amount $50,000.
Brickhouse, N. W., & Shipman, H. S. (1990). Scientific and Technological Literacy for
Elementary School Teachers by the DuPont Company. Amount: $15,000.
Students solving environmental problems:
Enhancing awareness, motivation, and
understanding in chemistry, by Education for Economic Security Act, Title II, academic year
1989-90. Amount: $7,137.
Publications
Brickhouse, N.W. (2015). Gender. In R. Gunstone (Ed.) Encyclopedia of Science
Education. Springer Reference.
Brickhouse, N. W. (2012). Conceptions of Inequality in the Era of Bush/Obama. In
Bianchini, J. A., Akerson, V. L., Calabrese Barton, A., Lee, O., & Rodriguez, A. J. Moving the
equity agenda forward: Equity research, practice, and policy in science education. Springer.
Brickhouse, N. W. (2012). Meanings of success in science. In M. Varelas (Ed.) Identity
Construction and Science Education Research (pp. 95-101). Boston: Sense Publishers.
Brickhouse, N. W. (2011). Bringing in the Outsiders: A Decade of Research on Science
Literacy and Gender Equity. In C. Linder, L. Östman, D. Roberts, P-O Wickman, G. Erickson,
and A. MacKinnon (Eds.), Exploring the Landscape of Scientific Literacy (193-204). New York:
Routledge.
Brickhouse, N. W. (2010). Science as a way of leaving home. In K. Scantlebury (Ed.) Revisioning Science Education from Feminist Perspectives: Challenges, Choices and Careers.
Rotterdam, The Netherlands: Sense Publishers.
Nancy W. Brickhouse
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Carlone, H., Cook. M., Wong, J., Sandoval, W. A., Calabrese Barton, A., Tan, E. &
Brickhouse, N. (2008). Seeing and supporting identity development in science education.
Proceedings of the annual meeting of the International Conference of the Learning Sciences,
214-220.
Brickhouse, N. W. (2008). What is inquiry? To whom should it be authentic? In R. Duschl
& R. Grandy (Eds.), Teaching Scientific Inquiry: Recommendations for research and
implementation (pp. 95-98). The Netherlands: Sense Publishers.
Brickhouse, N. W. (2008). Comment on Should the Social Epistemology of Science be
Rated X? In R. Duschl & R. Grandy (Eds). Teaching Scientific Inquiry: Recommendations for
research and implementation. The Netherlands: Sense Publishers.
Brickhouse, N.W. & Kittleson, J. M. (2006). Visions of curriculum, community and science.
Educational Theory, 56(2), 191-204.
Ford, D. J., Brickhouse, N. W., Lottero-Perdue, P. S. & Kittleson, J. M. (2006). Elementary
girls’ science reading at home and school. Science Education, 90(2), 270-288.
Brickhouse, N. W. & Lottero-Perdue, P. (2006). Constructing critical science and social
identities in a girls’ and a boys’ summer science book club. In W-M Roth & K. Tobin (Eds.)
Science, Learning, Identity. Sense Publishers.
Calabrese Barton, A. & Brickhouse, N. W. (2006). Engaging girls in science. In C.
Skelton, B. Francis & L. Smulyan (Ed.), Handbook of Gender and Education (pp. 221-235).
Thousand Oaks, CA:Sage.
Brickhouse, Nancy W., Eisenhart, M. A. & Tonso, K. L. (2006). Forum: Identity politics in
science and science education. Cultural Studies in Science Education.
Brickhouse, N. W. (2006). Editorial: Celebrating 90 years of Science Education:
Reflections on the gold standard and ways of promoting good research. Science Education, 90,
1-7.
Brickhouse, N. W., & Lottero-Perdue, P. S. (2003). Review of the books Athena Unbound
by Henry Etzhowitz, Carol Kenelgor, & Brian Uzzi, Women Becoming Mathematicians by
Margaret Murray, and Women, Science, and Society by Sue Rosser. Signs, 28, 987-991.
Brickhouse, N. W. (2003). Science for all? Science for girls? Which girls? In R. Cross
(Ed.), A vision for science education: Responding to the work of Peter Fensham (pp. 93-101).
London: Routledge Falmer.
Perdue, P.S.L., & Brickhouse, N. W. (2002). Learning on the job: The acquisition of
scientific competence. Science Education, 6, 756-782
Brickhouse, N. W., Dagher, Z. R., Letts, W. J., & Shipman, H. S. (2002). Evidence and
warrants for belief in a college astronomy course. Science & Education. 11, 573-588.. See also
Brickhouse, N. W., Dagher, Z., Letts, W., & Shipman, H. (2000). Why things fall: Evidence
and warrants for belief in a college astronomy course. In R. Millar, J. Leach, & J. Osborne
(Eds.), Improving Science Education (pp. 11-26). London: Open University Press.
Shipman, H. S., Brickhouse, N. W., Dagher, Z. R., Letts, W. J. (2002). Changes in student
views of religion and science in a college astronomy course. Science Education, 86, 526-547.
Brickhouse, N. W., & Potter, J. T. (2001). Young women’s scientific identity formation in
an urban context. Journal of Research in Science Teaching, 38, 965-980.
Brickhouse, N. W. (2002). More questions than answers. Canadian Journal of Science,
Mathematics and Technology Education, 2, 203-206.
Nancy W. Brickhouse
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Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning.
Journal of Research in Science Teaching, 38, 282-295.
Stanley, W. B., & Brickhouse, N. W. (2001). Teaching sciences: The multicultural
question revisited. Science Education, 85, 35-49.
Stanley, W. B., & Brickhouse, N. W. (2001). Response to our critics. Science Education,
85, 87-88.
Brickhouse, N. W. (2001). Norms and authority for teaching science. In J. Wallace & W.
Louden (Eds.), Dilemmas of science teaching: Perspectives on problems of practice. London:
Routledge Falmer.
Brickhouse, N. W., Schultz, K., & Lowery, P. (2000). What kind of a girl does science?
The construction of school science identities. Journal of Research in Science Teaching, 37, 441458.
Brickhouse, N. W., Dagher, Z. R., Letts, W. J., & Shipman, H. S. (2000). Diversity of
students’ views about evidence, theory, and the interface between science and religion in an
astronomy course. Journal of Research in Science Teaching, 37(4), 340-362.
Brickhouse, N. W. (1998). Feminism(s) and science education. In K. Tobin & B. Fraser
(Eds.), International Handbook of Science Education (pp. 1067-1082). New York: Kluwer.
Brickhouse, N. W., & Stanley, W. B. (1999). Interpreting constructions of constructivism
[Review of the book Constructivism in Science Education, Michael R. Matthews (Ed.)]. Studies
in Science Education, pp. 111-116.
Brickhouse, N. W., Letts, W. J., & Tan, S. K. (1998). [Review of the book Women and
Science: The Snark Syndrome]. Science Education, 82(2), 285-286.
Brickhouse, N. W., & Letts, W. J. (1998). The problem of dogmatism in science education.
In J. T. Sears & J. Carper (Eds.), Public Education and Religion: Conversations for an Enlarged
Public Square (pp. 221-230). New York: Teachers College Press.
Stanley, W. B., & Brickhouse, N. W. (1996). Response to Ahlgren. Science Education, 80,
365-366.
Brickhouse, N. W., & Stanley, W. B. (1995). Response to Good. Science Education, 79,
337-340.
Stanley, W. B., & Brickhouse, N. W. (1995). Science education without foundations: A
response to Loving. Science Education, 79, 349-354.
Stanley, W. B., & Brickhouse, N. W. (1994). Multiculturalism, universalism and science
education. Science Education, 78, 387-398.
Brickhouse, N. W. (1994). Children's observations, ideas, and the development of
classroom theories about light. Journal of Research in Science Teaching, 31, 639-656.
Brickhouse, N. W. (1994). Bringing in the outsiders: Reshaping the sciences of the future.
Journal of Curriculum Studies, 26, 401-416.
Brickhouse, N. W., Stanley, W. B., & Whitson, J. A. (1993). Practical reasoning and
science education: Implications for theory and practice. Science & Education, 2, 363-375.
Brickhouse, N. W. (1993). What counts as successful instruction? An account of a
teacher's self-assessment. Science Education, 77, 115-129.
Brickhouse, N. W. (1992). Ethics in field-based research: Ethical principles and relational
considerations. Science Education, 76, 93-104.
Brickhouse, N. W., & Bodner, G. M. (1992). The beginning science teacher: Narratives of
convictions and constraints. Journal of Research in Science Teaching, 29, 471-488.
Nancy W. Brickhouse
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Brickhouse, N. W. (1991). Facing ethical dilemmas in interpretive research. In J. J.
Gallagher (Ed.), Interpretive Research in Science Education (pp. 43-59), NARST Monograph, 4.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their
relationship to classroom practice. Journal of Teacher Education, 41, 52-62.
Brickhouse, N. W., Carter, C. S., & Stantlebury, K. (1990). Women and chemistry:
Shifting the equilibrium towards success. Journal of Chemical Education, 67, 116-118.
Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary
classrooms: Case studies of teachers' personal theories. International Journal of Science
Education, 11, 437-449.
Carter, C. S., & Brickhouse, N. W. (1989). What makes chemistry difficult? Alternate
perceptions. Journal of Chemical Education, 66, 223-225.
Brickhouse, N. W., May, D. E., & Wier, E. A. (1989). Scientific literacy: Perspectives
from school administrators, teachers, students, and scientists from an urban Mid-Atlantic
community. In A. Champagne, B. E. Lovitts & B. J. Callinger (Eds.), Scientific Literacy: It's
Not a Trivial Pursuit (pp. 157-176). Washington, DC: American Association for the
Advancement of Science.
Selected Invited Addresses
Equity, epistemic and ethical outcomes. Waterbury Summit, Pennsylvania State
University, State College, August 2013.
State Policy Trends on Educator Effectiveness, with Barnett Berry, Jessica Keigan, Ulcca
Hansen, and Gregory Anderson. Major Forum at the annual meeting of the American
Association of Colleges of Teacher Education, Chicago, February 2012.
A research agenda for the new K-12 standards in science/engineering: Studying innovations
and forms of implementation that advance the goals of equity and diversity, with Richard Duschl,
Gerald LeTendre, David Monk, Jean Moon, Jonathan Osborne, and William Penuel, Presidential
Invited Session at the annual meeting of American Education Research Association April 2011.
Catalyzing Research in Science Education Policy, Pennsylvania State University December
2009.
Fostering Multi-Disciplinary Research and Teaching in Schools of Education, with Deborah
Ball, Rick Ginsberg, R. & Olga Welch, Invited Session for the Organization of Institutional
Affiliates at the annual meeting of the American Educational Research Association 2009.
What Children do with Scientific Texts in a Summer Book Club, University of Alberta,
November 2008 and Svend Pedersen Lecture Award, Stockholm University, April, 2009.
Scientific Texts and their Role in the Construction of Young Children’s Social Identities,
Challenging Education, Uppsala, Sweden, June 2009.
Understanding the Marginalization and Participation of Girls in Science: The Role of
Identities and Institutions. Michigan State University, February, 2005.
Student Learning in a Text-Enhanced Inquiry Unit on Rocks at Connecting Science and
Literacy in the Classroom: Challenges, Promises and Opportunities. University of Missouri-St.
Louis, Sept. 2005.
Elementary Girls’ Science Reading in Home and at School at the 2nd Font D Scientific
Committee Meeting, Linköping University, Campus Norrköping, Sweden, November, 2004 and
at Purdue University, September 2004.
Nancy W. Brickhouse
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Question Finding at the 1st Font D Scientific Committee Meeting, Linköping University,
Campus Norrköping, Sweden, November, 2003.
Writing for publication at the STEMTEC Writing Retreat, Lenox, MA, January 2003.
Doing gender and science/technology at home and school at a nationwide course for science
teacher educators, Stockholm, Sweden, February 2002.
Who will do science in the future? Understanding girls’ identity formation in school at the
University of California at Los Angeles mini-conference entitled Educating girls: New issues in
science and technology education, November 2000.
The construction of school science identities: What kind of a girl does science? at Purdue
University science and mathematics education research colloquium series, September 1998.
The contribution of history and philosophy of science to science, technology and science
education. Plenary panel talk at the international meeting of the History, Philosophy & Science
Teaching Group, Calgary, Canada, June 1997.
What do we know and how do we know it? The role of theory in science education, with
members of the NARST Executive Board, at the annual meeting of the National Association for
Research in Science Teaching, Oak Brook, IL, April 1997.
Evolving conceptions of ethical practice in interpretive research, at the 1993 International
Conference on Interpretive Research in Science Education, Taipei, Taiwan, November 1993.
Who will do science? at the Women's Resource Group of DuPont, Wilmington, DE, August
1992.
Bringing in the outsiders: The relationship between women, minorities and science, at
Bradford University, Bradford, England, Fall 1991.
Evidence and theory-building in children's classroom learning, at the Children's Learning in
Science Research Group, Leeds University, Fall 1991.
What to do about Sue? Department of Chemistry, Western Maryland College, Fall 1990
and University of Delaware, Department of Chemistry, Newark, DE, Spring 1989.
Juried Presentations at National/International Meetings
50+ Full listing available upon request
Selected National/International Committees and Boards
Equity panel for the Framework for National Science Education Standards, National
Research Council, Board on Science Education 2010
Representative to the Science/Mathematics Teacher Imperative of the Association for
Public and Land Grant Universities 2009-present
University Council for Educational Administration-Wallace Leveraging Program Change
Team 2008- 2011
Dean’s Leadership Council, Purdue University, College of Science 2009-2013
Distinguished Contribution Award Committee, National Association for Research in
Science Teaching 2009- 2012
Organization of Institutional Affiliates of American Educational Research Association
2006-11
Council of Academic Deans of Research Education Institutions 2006-11
Font D Scientific Committee, doctoral science education programs in Sweden, 2003-2007
Executive Board, National Association for Research in Science Teaching1995-1998
Nancy W. Brickhouse
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Editorship
Editor-in-chief, Science Education 2001-2006
Editorial Boards
American Educational Research Journal section on Social and Institutional Analysis 2010-2012.
Science Education 1994-2011
Journal of Research in Science Teaching 1990-1995.
Research in Science Education, 1994-1996
National Science Foundation Review Panels
Division of Education and Human Resources, Broadening the Pipeline, 2013
Division of Research on Learning, Fostering Interdisciplinary Research in Education 2010
Research and Evaluation of Education in Science and Education 2010
Presidential Awards for Excellence in Math and Science Teaching 2009
Informal Science Learning 2005
Gender Equity in Science, Mathematics, Engineering, and Technology, 2000
Teacher Enhancement, 1993, 1994, 1996
Manuscript Reviewer
American Educational Research Journal
Cognition and Instruction
Cultural Studies in Science Education
Gender and Society
International Journal of Science Education
Journal of Chemical Education
Journal of Teacher Education
Linguistics and Education
Science & Education
Signs
SUNY Press
Teachers College Press
University of Chicago Press
Promotion and Tenure Reviews
Indiana University
Michigan State University
Purdue University
Teachers College-Columbia University
University of Illinois
University of North Carolina – Greensboro
Vanderbilt University