Daniel Morales-Doyle, PhD
Assistant Professor of Science Education
Curriculum & Instruction
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Daniel Morales-Doyle is an assistant professor of science education and coordinator of the licensure strand of the MEd Science Education program. His research examines the potential for science education to act as a catalyst for social transformation.
National Science Foundation, Youth Participatory Science to Address Urban Heavy Metal Contamination, PI
National Science Foundation, Science Education for Excellence & Equity in Chicago (Project SEEEC), co-PI
Morales-Doyle, D. (2018). Students as curriculum critics: Standpoints with respect to relevance, goals, and science. Journal of Research in Science Teaching, 55(5), 639-773.
2015 - PhD, University of Illinois at Chicago, Curriculum Studies
2005 - MSEd, Northwestern University, Secondary Science Teaching
2002 - BA, University of California at Berkeley, Chemistry
Research Currently in Progress
Morales-Doyle's research seeks to address inequity in science education as a component of larger systems of oppression like structural racism, economic exploitation, and patriarchy. His work explores high school science curriculum, teaching, and teacher education. His focus is on engaging youth in learning science and learning to critique science in order to construct communities that are more just and sustainable. He was a high school teacher in the Chicago Public Schools for more than a decade before coming to UIC