Dr. Lindsey Mohan joined BSCS as a Research Scientist in May 2017. Her expertise is in instructional materials design.
Lindsey’s current work focuses on getting high-quality, designed for NGSS materials into schools and classrooms as quickly as possible. She is a unit lead and contributing writer to OpenSciEd, A Medical Mystery, and GLOBE Weather.
Lindsey is passionate about Earth and environmental science education and student learning about socioscientific issues. She contributed to the Environmental Literacy Project at Michigan State University, leading early work on a carbon cycle learning progression. She also served as Climate Education Manager at National Geographic Society, producing the Environmental Literacy Teacher Guide Series.
Lindsey is a former middle school science teacher from a rural, Title 1 public school in Texas. She also served as a faculty member for the Alliance for Catholic Education at the University of Notre Dame, supervising early career teachers in grades 2-12 in Catholic schools impacting underserved student populations and their families.
Lindsey has a B.A. in Psychology from the University of Notre Dame, and a Ph.D. in Educational Psychology and Educational Technology from Michigan State University. Her dissertation focused on productive discourse in science classrooms.
In her free time, Lindsey enjoys hiking in the outdoors and swimming in the lake. She serves as an election judge/clerk for her local community, enjoys the local wineries in her area, and tries to spend as much time with family, preferably setting out on new adventures.
Anderson, A., Gane, B., Hmelo-Silver, C., Moulding, B., Mohan, L., Vo, T. (2019). CCCs as epistemic heuristics to guide student sense-making of phenomena. In Fick, S. J., Nordine, J., & McElhaney, K. W. (Eds.). (2019). Proceedings of the Summit for Examining the Potential for Crosscutting Concepts to Support Three-Dimensional Learning (pp.41-51). Charlottesville, VA: University of Virginia. Retrieved from http://curry.virginia.edu/CCC-Summit.
Mohan, L., (2018). Student learning of place: Learning progressions can help fill the gaps. Journal of Geography, 117(3), 125-127.
Mohan, L., Galosy, J., Miller, B., & Bintz, J. (2017). A synthesis of math and science teacher leadership development: Consensus findings and recommendations. Colorado Springs, CO: BSCS.
Mohan, A., & Mohan, L. (2014). Spatial thinking through the elementary years. Social Studies Review, 52-29.
Mohan, L., Mohan, A., & Uttal, D. (2014). Research on thinking and learning with maps and geospatial technologies. In Solem, M., Huynh, N., Boehm, R (Eds.), GeoProgressions. Learning progressions for maps, geospatial technology, and spatial thinking: A research handbook, (9-21). Association of American Geographers, Washington, DC.
Mohan, L., Chen, J., & Anderson, C.W. (2009). Developing a multi-year K-12 learning progression for carbon cycling in socioecological systems. Journal of Research in Science Teaching. 46(6), 675-698.