- Who We Are
- Topics
- By Subject Area
- dummy
- By Level
- Projects
- Projects Column 1
- 21st Century Excellence
- Aligned Programs for the 21st Century
- Artful Thinking
- Arts as Civic Commons
- Causal Learning Projects
- Children Are Citizens
- Creando Comunidades de Indagación (Creating Communities of Inquiry)
- Creating Communities of Innovation
- Cultivating Creative & Civic Capacities
- Cultures of Thinking
- EcoLEARN Projects
- Educating with Digital Dilemmas
- Global Children
- Higher Education in the 21st Century
- Projects Column 2
- Humanities and the Liberal Arts Assessment (HULA)
- Idea Into Action
- Inspiring Agents of Change
- Interdisciplinary & Global Studies
- Investigating Impacts of Educational Experiences
- Leading Learning that Matters
- Learning Innovations Laboratory
- Learning to Think, Thinking to Learn
- Making Across the Curriculum, an initiative of Agency by Design
- Making Learning and Thinking Visible in Italian Secondary Schools
- Making Learning Visible
- Multiple Intelligences
- Projects Column 3
- Projects Column 1
- Resources
- Professional Development
Megan first joined Tina Grotzer's research team in 2006 to work on the causal patterns curriculum modules and some early stages of the research that informed the Causal Learning in a Complex World (CLiC) project. She then taught K-6 science at an independent school in the DC area and spent a year as a Science Education Analyst at the National Science Foundation before returning to HGSE as a doctoral student in 2013. Megan's doctoral research focuses on how children and adults understand the nature of science and its relationship to religion and other ways of knowing, as well as the implications of these understandings for formal and informal science education. She holds an A.B. in Psychology from Harvard College and an Ed.M. in Human Development and Psychology from HGSE.
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