Cory Forbes, Ph.D. Associate Professor, Department of Teaching, Learning and Teacher Education Science and Literacy Coordinator, School of Natural Resources
Cory Forbes has pursued an educational research agenda that includes studies of third grade students' learning about biological structure and function and hydrologic systems, elementary teachers' science instruction and enactment of curriculum modules, and preservice teachers' pedagogical reasoning about biological concepts and food systems. As part of this work, he has engaged in curriculum development, as well as instrument design and testing, including assessments.
Forbes has secured over $1.2 million in external funding from the National Science Foundation, state agencies, and private foundations to lead an active team of Ph.D. students and undergraduate researchers. His research and development efforts have leveraged collaborative national and international partnerships with STEM faculty, professional developers, school administrators, and practitioners, involving over 80 teachers across seven school districts and impacting an estimated 2400 students in K-6 classrooms.
In 2014, Forbes was awarded the National Association for Research in Science Teaching (NARST) Early Career Research Award. A consistent theme in his work has been a focus on scientific knowledge and practices, core elements of science education reform in the U.S. and internationally. The goal of his research and teaching is to help foster students' scientific literacy and equip students to be STEM-minded contributors to democratic society in the 21st century.
Forbes received his doctorate in science education and master’s in natural resources and the environment from the University of Michigan in 2009. He has worked over the past 15 years to promote students' science learning in a variety of contexts across the K-16 continuum, including his own 9th-grade science classroom, with early learners in elementary classroom settings, undergraduate non-major STEM students and prospective science teachers, and with in-service teachers through professional development.