Clinical Associate Professor Department of Curriculum and Instruction, University of Illinois Urbana-Champaign, 2013 - present
Clinical Assistant Professor Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2008 - 2013
Assistant Professor Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2002 - 2008
Assistant Research Scientist School of Education, University of Michigan, 2001 - 2002
Post-Doctoral Research Fellow Center for Highly Interactive Computing in Education, School of Education, University of Michigan, 1999 - 2001
Post-Doctoral Research Fellow Natural History of Genes, Museum of Natural History, University of Utah, 1998 - 1999
Post-Doctoral Research Fellow Genetics Science Learning Center, Department of Human Genetics, University of Utah, 1998 - 1999
Ph.D., Developmental Biology and Genetics, University of Utah, 1998
B.S., Biology, University of Cincinnati, 1989
B.A., History, University of Cincinnati, 1989
University of Illinois Undergraduate Teaching Award University of Illinois at Urbana-Champaign, 2010 - 2011
Undergraduate Teaching Award College of Education, 2007 - 2007
Early Research Affiliate Project 2061, 2005 - 2007
My work focuses on developing and using curriculum materials that support inquiry learning in science. There exists a need to develop curriculum materials that allow teachers and students to engage in the teaching and learning of science as described in the national reform documents. Much of my work to date has addressed this need by working on developing materials that allow students to engage in extended inquiry investigations. I am interested in understanding the inquiry practices of the students as they engage in extended investigations and what learning occurs. My research examines the supports that are needed by both the teachers and students as they engage in inquiry practices.
My current work is done in a collaborative manner with teachers, scientists, and graduate students and includes examining both professional development and classroom environments.
Lubienski, S., Hug, B., & Copur-Gencturk, Y. (2014) Lessons from a Math-Science Partnership Teacher Education and Practice 27 (2-3), 316-331
Jasti, C., & Hug, B. (2014) Simulation game helps students understand traumatic brain injury International Society for Technology in Education (ISTE.org) link >
Copur-Gencturk, Y., Hug, B., & Lubienski, S. (2014) The Effects of a Master’s Program on Teachers’ Inquiry-Oriented Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Survey Journal of Research on Science Teaching 51 (2), 219–249
Dash, C., & Hug, B. (2014) Using Google Trends to Demystify Climate Change Data The Science Teacher 81 (8), 51-56
Gonzalez, M., & Hug, B. (2014) Integrating and Adapting an Inquiry Technology-Rich Curriculum in the Context of a Latin American Science Methods Course. Research on Technology Use in Multicultural Settings: Charlotte, NC
Jasti, C., Hug, B., Waters, J., & Whitaker, R. (2014) How do small things make a big difference? Activities to teach about human-microbe interactions American Biology Teacher 76 (9), 601-608
Blattner, M., Hug, B., Ogrodnik, J., & Korol, D. (2013) What color do you see? A color-sorting activity in which students collect data and articulate scientific explanation The Science Teacher 80 (3), 62-65
Talbot, K., & Hug, B. (2013) What makes us tick...tock?: Using fruit flies to study circadian rhythms The Science Teacher 80 (9), 37-43
Blattner, M., Hug, B., Watson, P., & Korol, D. (2012) The Guppy Game: Understanding the big ideas of natural and sexual selection. The Science Teacher 79 (5), 32-37
Planey, J., & Hug, B. (2012) Establishing Media Awareness in the Classroom: A Pyramid of Sources The Science Teacher 79 (1), 37-40
Kenyon, L., Davis, B., & Hug, B. (2011) Design approaches to support preservice teachers in scientific modeling Journal of Science Teacher Education 22, 1-21
Muskin, J., Wattnem, J., & Hug, B. (2010) Linking science, technology, and society by examining the impact of nanotechnology on a local community. Exemplary science for resolving societal challenges NSTA Press: Arlington, VA
Schwarz, C., Reiser, B., Davis, B., Andres, A., Fortus, D., Davis, E., Kenyon, L., Hug, B., & Krajcik, J. (2009) Developing a learning progression of scientific modeling: Making scientific modeling accessible and meaningful for learners Journal of Research in Science Teaching 46, 632–654
Hug, B. (2008) Re-examining the practice of dissection: What does it teach? Journal of Curriculum Studies 40 (1), 91-105
Hug, B., & McNeill, K. (2008) First and second hand experiences in science: Does data type influence classroom conversations? International Journal of Science Education 30 (13), 1725-1751
Kenyon, L., Schwarz, C., & Hug, B. (2008) Scientific modeling as an investigative thinking practice Science and Children 74, 40-44
Muskin, J., Wattnem, J., Ragusa, M., & Hug, B. (2008) Real Science or Marketing Hype? Science Teacher 74 (4), 57-61
Co-Principal Investigator Advancing Arctic Paleoecology: An Integrative Approach to Understanding Species Refugia and Population Dynamics in Response to Late-Quaternary Climate Change, National Science Foundation, 2014 - 2018
Principal Investigator Project NEURON (Novel Education for Understanding Research On Neuroscience), National Institutes of Health, 2009 - 2016
Senior Personnel Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2009 - 2014
Principal Investigator Mathematics Science Partnership: Sense-Making in Science and Mathematics, Illinois State Board of Education, 2007 - 2012
Senior Personnel I-LLINI Partnerships: Lifelong Learning IN Illinois for 21st Century Teachers, Illinois Board of Higher Education, 2007 - 2011
Principal Investigator A Learning Progression for Scientific Modeling, National Science Foundation (Northwestern University), 2006 - 2011
Advisor The Illinois Critical Technologies Partnership, Illinois State Board of Education, 2007 - 2009
Principal Investigator Collaborative Research: Developing the Next Generation of Middle School Science Materials -- Investigating and Questioning Our World through Science and Technology, National Science Foundation (Northwestern University), 2004 - 2008
Principal Investigator Examining Firsthand and Secondhand Experiences: Understanding Investigative Design, Data Collection and Analysis in Science Learning as Practiced in the Classroom, Campus Research Board, 2006 - 2007
Intro Tchg in a Diverse Societ Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Secondary Teacher Education Program or consent of the instructor/department.
Tchg Diverse Middle Grade Stu Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401 and concurrent enrollment in CI 473 and EPSY 430.
Tchg Elem Science I Course is the first of two, 3-hour science methods courses in the elementary education program, which will examine elementary science content, learning theory, and the teaching of science in the elementary school. Course Information: 2 or 3 undergraduate hours. 2 or 3 graduate hours. Prerequisite: Admission to the Elementary Teacher Education Program.
Tchg Elem Science II Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology. Course Information: 2 or 3 undergraduate hours. 2 or 3 graduate hours. Prerequisite: CI 450; admission to the Elementary Teacher Education Program.
Ed Reforms & Inquiry This course examines the history of science education reform efforts since the 1950s from the lens of inquiry, teaching and learning. The course examines developments in our understandings of inquiry as a pedagogical approach and set of instructional outcomes in middle and high school science education, as well as implications for instructions in precollege science classroom.
Capstone Project 1 Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Course Information: May be repeated in separate terms to a maximum of 4 hours.
Capstone Project 2 Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Course Information: May be repeated in separate terms to a maximum of 4 hours.