Dr. Fick aims to support teachers with their work scaffolding students’ evidence-based understandings of science phenomena. She uses qualitative methods to examine the teaching and learning that supports student to build understanding of science phenomena using science and engineering practices with a particular focus on the analytical lenses required to do this work (crosscutting concepts). Dr. Fick is focused on describing the roles that crosscutting concepts play in supporting students to develop understandings of scientific processes and relationships. Ultimately, she hopes to support students to develop an environmental ethic through learning about science phenomena and how humans are impacting environmental processes.
Dr. Fick teaches science methods courses for elementary, middle, and high school preservice teachers – working with teachers to develop the tools and instructional practices that support students to make sense of science phenomena. At the graduate level, she teaches courses focused on the design of learning environments and teacher education to Ed.M., M.A., M.I.T., and PhD students. Sarah has been active in national organizations including serving on committees for NARST, and being an active member in ISLS, AERA, and ASTE.
- Ph.D. Educational Studies (Science Education), University of Michigan, 2014
- M.A. Educational Studies (Science Education), University of Michigan, 2012
- M.S. Natural Resources (Environmental Informatics), University of Michigan, 2012
- B.A. Biology and Environmental Studies (minor in Education), Bowdoin College, 2004