She earned her Ph.D. in science education from Teachers College, Columbia University. She conducts research that focuses on student learning and engagement with science practices in the context of STEM education. She is particularly interested in students’ engagement with practices around model use in the context of Earth Science and in pedagogical strategies and educational contexts that support such engagement. Her recent work includes a manuscript, “Investigating the Impacts of Targeted Professional Development around Models and Modeling on Teachers’ Instructional Practice” (in review) and a paper entitled “Examining the Relationship between Physical Models and Students’ Science Practices,” which she presented at the NARST Annual International Conference in April, 2016.