- Bevan, B. and Penuel, W.R. (in press). Connecting research and practice for educational improvement: Ethical and equitable approaches. New York: Routledge.
- Bevan, B. (in press). Data as a driver of reflection. In L. Martin, D. Ash, & L. Tran (Eds.), The reflective practitioner in informal settings. San Francisco: Left Coast Press.
- Bevan, B. (2017). Research and practice: One way, two way, no way, or new way? Curator: The Museum Journal, 60(2), 133–141. doi:10.1111/cura.12204
- Bevan, B. (2016). Wanted: A new cultural model for the relationship between research and practice. In D. Sobel and J. Jipson (Eds.), Relating research and practice: Cognitive development in museum settings (pp. 181-189). New York: Psychology Press.
- Calabrese Barton, A., & Bevan, B. (2016). Leveraging RPPs to address racial inequality in urban school districts. Retrieved from http://wtgrantfoundation.org/blog
- Penuel, W.R., Bell, P., Bevan, B., Buffington, P., and Falk, J. (2016). Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks. Journal of Educational Change. DOI 10.1007/s10833-015-9266-0.
- Bevan, B., Ryoo, J.J., Vanderwerff, A., Petrich, M., and Wilkinson, K. (in review). Making deeper learners.
- Bevan, B. (2017). The promise and the promises of Making in science education. Studies in Science Education, 53, 75-103. doi:10.1080/03057267.2016.1275380
- Bevan, B., Ryoo, J.J., and Shea, M.V. (2017). What if?: Building creative cultures for STEM making. Afterschool Matters. Spring(25), 1-8.
- Petrich, M., Wilkinson, K., and Bevan, B. (2016). Tinkering with MOOCs and social media. In K.A. Peppler, E.R. Halverson, E. R., and Y.B. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Vol. 1, pp. 175-189). New York: Routledge.
- Bevan, B., Petrich, M., and Wilkinson, K. (2015). Tinkering: Serious play. Educational Leadership. (72)4, 28-33.
- Bevan, B., Gutwill, J. P., Petrich, M. and Wilkinson, K. (2015), Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99, 98–120.
- Vossoughi, S. and Bevan, B. (2014). Making and tinkering: A review of the literature. Washington, DC: National Research Council.
- Petrich, M., Wilkinson, K., and Bevan, B. (2013). It looks like fun, but what are they learning? In M. Honey & D. Kanter (Eds.) Design, Make, Play: Growing the Next Generation of STEM Innovators (pp. 50-70). New York and Abingdon, Oxon., Eng.: Routledge.
- Bevan, B. (2017). Out of school time. In K.A. Peppler (Ed.), The SAGE Encyclopedia of Out of School Learning. Thousand Oaks, CA: Sage Publishing.
- Bevan, B. and Shields, P. (2017). Policies supporting out of school learning. In K.A. Peppler (Ed.), The SAGE Encyclopedia of Out of School Learning. Thousand Oaks, CA: Sage Publishing.
- Penuel, W.R. and Bevan, B. (2017). Research-practice partnerships. In K.A. Peppler (Ed.), The SAGE Encyclopedia of Out of School Learning. Thousand Oaks, CA: Sage Publishing.
- Michalchik, V. and Bevan, B. (2017). Additive Model. In K.A. Peppler (Ed.), The SAGE Encyclopedia of Out of School Learning. Thousand Oaks, CA: Sage Publishing.
- Krishnamurthi, A. and Bevan, B. (2017). From evidence to policy: The case for STEM. In R. Ottinger (Ed.), STEM ready America: Inspiring and preparing students for success with afterschool and summer learning. http://stemreadyamerica.org/read-the-compendium/
- Bevan, B. (2016). STEM learning ecologies: Relevant, responsive, and connected. Connected Science Learning, Washington DC: NSTA Press.
- Bevan, B. (2016). The museum of pink: Retheorizing the science museum. In L. Avraamidou & W.-M. Roth (Eds). Intersections of Formal and Informal Science Education (pp. 41-51). New York and Abingdon, Oxon., England: Routledge.
- Penuel, W.R., Clark, T., & Bevan, B. (2016). Designing cross-setting learning for equity. Afterschool Matters, Fall(24), 12-20.
- Bevan, B., and Michalchik, V. (2013). Where it gets interesting: Competing models of learning in after-school. Afterschool Matters, Spring(17), 1-8.
- Krishnamurthi, A., Bevan, B., Colon, V., and Rinehart, J. (2013). What afterschool STEM does best: How stakeholders describe youth learning outcomes. Afterschool Matters, Fall(18), 42-49.
- Bevan, B., and Michalchik, V. (2012). OST science: It's not what you think! In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST Learning Opportunities: Learning About Out-of-School-Time (LOST) Learning Opportunities (pp. 201-217). Kluwer, Netherlands: Springer.
- Bevan, B., Bell, P., Stevens, R. and Razfar, A. (Eds.), (2012). LOST Learning Opportunities: Learning About Out-of-School-Time (LOST) Learning Opportunities. Kluwer, Netherlands: Springer.
- Bevan, B. and Dillon, J. (2010). Broadening views of learning: Developing educators for the 21st century. The New Educator, 6(3/4), 167-180.
- Bevan, B. et al. (2010). Making science matter: Collaborations between informal science education organizations and schools. Washington DC: Center for Advancement of Informal Science Education.
- Bartels, D., Semper, R. J., and Bevan, B. (2010). Critical questions at a critical time: Reflections of the contributions of LSIE to museum practices. Curator, 53(2), 163-179.
- Bevan, B., and Xanthoudaki, M. (2008). Professional development for museum educators: Unpinning the underpinnings. Journal of Museum Education, 33(1), 107-120.
- Bevan, B. (2007). Transformation and the third space of school–museum collaborations. Cultural Studies in Science Education, 2(2), 429-437.
- Centre de Recherches Interdisciplinaires, Paris Sorbonne (2016, 2017). Doctoral Candidate Selection Panel.
- University of Colorado Sandra K. Abell Institute for Doctoral Students, Boulder (2015). Visiting Faculty and Mentor.
- Centre de Recherches Interdisciplinaires, Paris Sorbonne (2014). Visiting Faculty and Mentor.
- Committee Member (2014-2015). National Academies of Science. Committee on Learning in Out-of-School Time. Sub-groups: Assessing Learning of Out-of-School STEM and Characteristics of Successful Out-of-School Learning Programs. Washington, DC.
- University of Colorado Early Career and Doctoral Student Seminar, Boulder (2014). Visiting Faculty and Mentor.
- Editorial Board (2011- present). Science Education.
- Committee Chair (2011). National Science Teachers Association. Development of NSTA’s official statement on Informal Science Learning. Washington, DC.
- Committee Member (2009-2010). Institute for Museum and Library (IMLS) Task Force. Museums and Libraries and 21st Century Skills. Washington, DC.
- Committee Chair (2008-2010). Center for the Advancement of Informal Science Education panel on connections between formal and informal science learning. Washington, DC.
- US News & World Reports STEM Solutions (2017). Research on OST STEM learning. Presentations in DC (March) and San Diego (May).
- Oregon State University, Corvallis, Maker Faire (2017). Keynote.
- US Capitol (2016). STEM Learning and OST. Invited talk for Congressional Briefing “Informal STEM Education 101: What We Know and Don’t: The State of the Art on Research on Outcomes in Informal STEM Education”, April 28, 2016, Washington, DC.
- US Capitol (2016). Making and Learning. Invited talk for Congressional Maker Faire, June 21, 2016, Washington, DC.
- Most Influential in STEM (2015). Honor from the National AfterSchool Association.
- Boys & Girls Clubs of America (2015). Invited talk on designing making spaces for learning.
- National Research Council (2014). Invited talk on ecological perspectives on learning.
- National Science Foundation (2013). Invited talk on bridging the gap between research and practice.
- Lincoln Center Institute Imagination Conversation (2011). Invited paper on imagination, play, and science.
- Congressional Caucus on Afterschool Programs (2010). Presentation of overview of research of STEM learning in afterschool. Washington, DC.
- Delegation Member (2010). China-US Science Center Exchange, sponsored by Association for Science and Technology Centers, funded by NSF and Beijing Science Center.
- Grantmakers for Education (2010). Invited talk on mapping out-of-school time onto the educational landscape.
- Smithsonian Institution (2008). Invited talk on learning in informal settings. G. Brown Goode Smithsonian Education Lecture.
It looks like fun, but is it learning? Call it flow, rapture, wonder, joy and delight, or simply curiosity—one is focused in the moment as one engages in the world, physically, intellectually, and emotionally. My colleagues and I see this state as a condition for learning, i.e., for the process of changing one’s relationship to a body of practices, ideas, people, or objects. We design, facilitate, study, and advance teaching and learning that helps people create and own their own learning, because they care.
What does fun look like? We bring equity perspectives to our work by paying close attention to the highly personal, contingent, and cultural nature of what brings individuals joy and satisfaction as they engage with the world (as they learn); how they may or may not express those feelings to others; and how those expressions may or may not be recognized by others.
Images from Exploratorium Tinkering Programs
I work closely with educational practitioners, and other researchers, who engage these questions as they redefine what counts as learning, particularly in science and related STEM fields, and mostly in informal settings (after-school, public square, digital platforms, etc.). My research is guided by the theoretical and empirical work of Vygotsky, Bronfenbrenner, and Freire. I have a PhD in Urban Education/Learning Sciences from the Graduate Center, CUNY and did my undergraduate work at Barnard College, Columbia University. Prior to joining UW, I worked for almost 25 years at the Exploratorium in San Francisco. I'm excited about a new collaboration (funded through the National Science Foundation and Wellcome Trust) with Guerilla Science in NYC and London.
Guerilla Science Intergalatic Space Travel Ad and Space Yoga at Secret Garden Party, Cambridgeshire, UK
Research and Practice. I have a number of projects oriented towards developing a new cultural model for the relationship between research and practice in education.
• Research + Practice Collaboratory (Principal Investigator)
• Relating Research to Practice (Principal Investigator)
• One Sky Institute (Principal Investigator)
• Center for the Advancement of Informal STEM Education (co-Principal Investigator)
Examining Data Together, Lighthouse Community Charter School, Oakland CA
Research: Art, Science, and Technology. I conduct research on learning in out of school settings.
• STEM Inside Art and Science Integration (Principal Investigator)
• California State Department of Education, Extended Learning Division, Power of Discovery STEM Hub study (Principal Investigator)
• Lighthouse STEM-Rich Tinkering Project (Principal Investigator)
Squishy Circuit (Exploratorium)
PUBLICATIONS (last 10 yrs)
Research and Practice
Making and Tinkering
Learning in out-of-school settings
RECENT VISITING FACULTY, MENTOR, and COMMITTEE PROJECTS (last 10 yrs)
SELECTED INVITED TALKS, PAPERS, HONORS (last 10 yrs)