Poe Hall 326C
Doctor of Philosophy in Science Education from Stanford University in 2016
Master of Arts in Science Education from University of Texas at Austin in 2012
Bachelor of Science in Ecology from Iowa State University in 1994
Selected Scholarly Publications
- Busch, K. & Román, D. (2017). Fundamental climate literacy & the promise of the NGSS. In D. Shepardson, A. Roychoudhury, and A. Hirsch (Eds.), Teaching and Learning about Climate Change: A Framework for Educators. Routledge.
- Román, D. & Busch, K. (2016). Textbooks of doubt: Using systemic functional analysis to explore the framing of climate change in middle-school science textbooks. Environmental Education Research, 22(8), 1158-1180. doi: 10.1080/13504622.2015.1091878.
- Busch, K. (2016). Polar bears or people? Exploring ways in which teachers frame climate change in the classroom. International Journal of Science Education (B): Science Communication and Public Engagement, 6(2), 137-165. doi: 10.1080/21548455.2015.1027320.
- Busch, K. (2016). Speaking of climate change: Comparing science and social discourses. In E. Fretz (Ed.), Climate Change across the Curriculum. Lexington Books.
- Busch, K. & Osborne, J. (2014). Effective strategies for talking about climate change in the classroom. School Science Review, 96(354), 25-32.
- Busch, K. & Osborne, J. (2013). Can we get “there” from “here”?: An argument for improved climate science education through state adoption of the Next Generation Science Standards. Texas Education Review, 1(1), 196-208.
- Busch, K. (2013). Appropriate urban teaching philosophies – A book review of “Sketches in Democracy: Notes from an Urban Classroom.” Democracy & Education, 21(1), Article 10.
- Berland, L., & Busch, K. (2012). Negotiating STEM epistemic commitments for engineering design challenges. American Society for Engineering Education. Available at: http://www.asee.org/public/conferences/8/papers/3906/view.