Faculty Profiles

• Ph.D. — Science Education, University of Minnesota, Minneapolis, MN (2010)
• M.A. — Science Education, University of Minnesota, Minneapolis, MN (2007)
• B.S. — Biology, Hacettepe University, Ankara, Turkey (2003)

• 2019 – present
  Associate Professor
  Department of Curriculum and Instruction
  College of Education, Purdue University
• 2010 – 2014
  Research Associate
  STEM Education Center
  University of Minnesota, Minneapolis, MN
• 2005 – 2010
  Research Assistant
  Department of Curriculum and Instruction, University of Minnesota
• 2004 – 2005
  Teacher
  Gulistan Middle School, Isparta, Turkey

Integration of Engineering Design and Life Science: Investigating the influence of an Intervention on Student Interest and Motivation in STEM Fields is funded by NSF, #1721141. Guzey, PI. The project aims to investigate the integration of engineering design, practices, and thinking into middle school life science curriculum while providing opportunities for students to foster knowledge of biological sciences and increase interest in Life STEM fields. The proposal specifically responds to the need for projects “that create, implement, and evaluate models of intervention that will advance the knowledge base for establishing and retaining underrepresented minorities in STEM fields with particular attention to life science and the biosciences” (NSF Dear Colleague Letter, NSF 16-143). The project partnership involves middle school science teachers from two Indiana school corporations and faculty from Purdue University’s Colleges of Engineering, Science, and Education. Both partner school corporations serve under-served, culturally diverse, and socioeconomically disadvantaged students in rural communities. The project will engage 36 middle school science teachers and 3000 students over the life of the grant. The project partners will explore the overarching research questions: In what ways does integrating life science with engineering design and thinking impact student learning of life science concepts and interest in Life STEM fields? How does this integration approach reduce gaps in achievement among students of different races, gender, and special education status? For more information, https://www.nsf.gov/awardsearch/showAward?AWD_ID=1721141

The Engineering to Transform the Education of Analysis, Mathematics, and Science in a Team-Based, Targeted Mathematics-Science Partnership (EngrTEAMS) is funded by NSF, #123814. Guzey, Co-PI. The project is an engineering, design-based approach to teacher professional development that has 50 teachers per year designing curricular units for science topic areas related to the Next Generation Science Standards. This project includes summer professional development and curriculum writing workshops, paired with coaching, to allow teams of teachers to design engineering curricular units focused on science concepts, meaningful data analysis, and measurement. Each unit goes through an extensive design research cycle to ensure its quality and is published in an online format. For more information, https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238140

The designSTEM is a multi year project funded by Indiana Department of Education. Guzey, PI. The goal of the designSTEM is to help K-12 STEM teachers implement integrated STEM approaches. The project includes summer professional development and Professional Learning Communities (PLC) during the school year. CATALYST faculty members design and lead the summer professional development workshops and PLC meetings.

• Siverling, E., Moore, T., Suazo, E, Mathis, C., Guzey, S. S. (2021). What initiates evidence-based reasoning?: Situations that prompt students to justify their design ideas and decisions. Journal of Engineering Education, 110(2), 294-317. https://doi.org/10.1002/jee.20384
• Guzey, S. S. & Jung, J. Y. (2021). Productive thinking and science learning in design teams. International Journal of Science and Mathematics Education, 19, 215-232. https://doi.org/10.1007/s10763-020-10057-x
• Moore, T., Johnson, C. C., Peters-Burton, E. E., & Guzey, S. S. (2020). The need for a STEM road map. In C. C. Johnson, E. E. Peters-Burton, & T. Moore (2nd Ed.), STEM road map: A Framework for integrated STEM education (pp. 1-14). New York: Routledge.
• Bryan, L. & Guzey, S. S. (2020). K-12 STEM Education: An overview of perspectives and considerations. Hellenic Journal of STEM Education, 1(1), 5-15. https://doi.org/10.12973/hjstem/00110
• Aranda, M., Guzey, S. S. & Moore, T. J. (2020). Multidisciplinary discourses in engineering design-based science curricular unit. International Journal of Technology and Design Education, 30(3), 507-529. https://doi.org/10.1007/s10798-019-09517-5
• Aranda, M. L., Lie, R., Guzey, S. S., Akarsu, M., Johnston, A., & Moore, T. J. (2020). Examining teacher talk moves in an engineering design-based science curricular unit. Research in Science Education, 50, 469-487. https://doi.org/10.1007/s11165-018-9697-8
• Aranda, M., Lie, R., Guzey, S. S. (2020). Productive thinking in middle school science students’ design conversations in a design-based engineering challenge. International Journal of Technology and Design Education, 30, 67-81. https://doi.org/10.1007/s10798-019-09498-5
• Johnston, A. C., Akarsu, M. G., Moore, T., & Guzey, S. S. (2019). Engineering as the integrator: A case study of one middle school science teacher’s talk. Journal of Engineering Education, 108, 418-440. https://doi.org/10.1002/jee.20286