Preeti Gupta

headshot of Preeti Gupta

Director of Youth Learning

 

Download Curriculum Vitae

Education

  • University of Oxford, M.Phil., Material Anthropology and Museum Ethnography, 2003
  • Brandeis University, B.A., Anthropology and Sociology, 2000

 

Professional Experience

Jamie Wallace is Manager of Evaluation and Data Collection in the Education Department’s Research and Evaluation Group at The American Museum of Natural History. She is part of the research and evaluation team for the Museum’s MAT teacher residency program and works on multiple evaluation and research studies across education programs and exhibitions. Some of her current research projects focus on studying culturally responsive science education and conceptions of mentoring practice. Her background is in cultural and material anthropology and museum studies. She has worked at AMNH for more than 10 years and has worked as a researcher, evaluator, and teacher in schools and informal learning environments in the United States and internationally.

 

Selected Publications and Presentations

Cooke-Nieves, N., Wallace, J., Gupta, P., & Howes, E. (In press). The magic of informal settings: A literature review of partnerships and collaborations that support preservice science teacher education across the globe. In Luft, J. & Jones, G. (Eds.), Handbook of Research on Science Teacher Education. Routledge.

Sickler, J., Wallace, J., Hammerness, K., Halderman, L., & Esteves, S. (In press). From evaluation to reimagined action: Adapting digital media in a COVID hands-off world. Exhibition 40(1).

Howes, E.V. & Wallace, J. (under review). Intertwining core practices in science teacher education: Faculty perspectives and classroom practice.

Wallace, J. & Ingber, J.D. (In press). “Sparking imaginations”: Exploring science teachers’ perspectives and experiences of play and early learning at dioramas. In Tunnicliffe, S.D. & Kennedy, T. (Eds.), International policies and practice: Play, STEM and the early years. Springer.

Wallace, J., Howes, E., Tully, C., Funk, A., Krepski, S., Pincus, M., Sharif, R., Swift, S., Sylvester, S., Tsoi, K. (2021, April). Teacher research into culturally responsive science teaching. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Online.

Feiman-Nemser, S., Hammerness, K., Matsko, K., & Wallace, J. (2021, April). When, where, and how does mentoring take place? Mentors’ perspectives on the practice of mentoring. Paper presented at the Virtual Annual Meeting of the American Education Research Association (AERA), Online.

Matsko, K., Wallace, J., Hammerness, K., Feiman-Nemser, S., & Kavanagh, S. (2021, February). Challenging the culture of mentoring: Moving from hosting to teaching. Presentation at the Annual meeting of the American Association of Colleges for Teacher Education (AACTE), Atlanta, GA. 

Wallace, J., Howes, E., & the Culturally Responsive Education Professional Learning Group (2020, March). Stories from the field: Exploring culturally responsive science teaching in a pilot study. Paper presentation at the Annual meeting of the National Association for Research in Science Teaching (NARST). Portland, OR.  (Conference canceled).

Wallace, J. & Hammerness, K. (2019, March). Exploring connections to science and engineering practices with visitors during prototyping at a natural history museum. Presentation at the Annual Meeting of the National Association for Research in Science Teaching (NARST). Baltimore, MD.

Steiner, Applewhite, Aquino, Guggenheim, Janelli, Kinzler, Macdonald, Randle, Taber, Wallace, Wolff, Stokes. (2016). Online Teacher Professional Development from the American Museum of Natural History. In C. Dede, A. Eisenkraft, K. Frumin, A. Hartley (Eds.), Teacher Learning in the Digital Age: Online Professional Development in STEM Education (pp. 87-106). Cambridge: Harvard Education Press.

 

Teaching Experience

  • American Museum of Natural History, New York, NY, Co-instructor for School of Visual Arts course Visual Sciences Workshop for two semesters, Spring and Fall 2013
  • Prodesco Gie Cours de Langues, Bamako, Mali, English Teacher, 2003-2004
  • Brandeis University, Waltham, MA, Teaching Assistant in the Departments of Sociology, Humanities, and Comparative Literature for five courses including Sociology of Birth and Death; Topics in Myth, Literature and Folklore; and Imagining Ourselves East and West, 1998-2000

Dr. Preeti Gupta, Director for Youth Learning and Research, is responsible for strategic planning and program development for out of school time youth initiatives at the American Museum of Natural History. She leads a research agenda centered on youth learning and serves as faculty for the Masters of Arts in Teaching program for Earth Science teachers. Prior to this she was serving as Senior Vice President for Education and Family Programs at the New York Hall of Science. In that role, she led the internationally replicated Science Career Ladder Program, key initiatives in school change, teacher professional development, and family programs. She has a Bachelor’s Degree in Bioengineering from Columbia University, a Master’s Degree in Education from The George Washington University and a doctoral degree in Urban Education from the City University of New York Graduate Center. In 1999, she was selected as one of forty-two women who have contributed to the community in unique ways showcased in a photo exhibition, The Many Faces of Queens Women. In 2005, she won the Inaugural National Roy L Schafer Leading Edge Award for Experienced Leadership in the Field from the Association for Science Technology Centers. Her research interests include science teacher preparation, youth employment and workforce development and the role of cultural institutions in mediating identity development in youth. Her recent and more notable projects included the the NSF-funded study, Staying in Science, a longitudinal tracking of high school youth to examine persistence with STEM careers, an NSF-funded project focused on studying what and how middle school youth learn computational thinking skills and an IMLS-funded program to prepare college youth to effectively engage visitors in practices of science while interacting with exhibits.

 

Education

The Graduate Center of the City University of New York, Division of Urban Education

Ph.D. in Urban Education, Program Advisor: Dr. Kenneth Tobin   2009

The George Washington University, School of Education and Human Development

M.A. in Education                                                                     1999

Columbia University in the City of New York, Fu School of Engineering and Applied Science

B.S. in Bioengineering                                                                1995

  

Select Publications

Journal Articles

Tran, L. & Gupta, P. (accepted). Rebuilding education teams to be critically conscious. Journal of Informal Science and Environmental Learning, 1(1).

Habig, R. Gupta, P. & Adams, J. (2021). Disrupting deficit narratives in informal science education: applying community cultural wealth theory to youth learning and engagement. Cultural Studies of Science Education.

Tran, L.U., Gupta, P., Bader, D. (2019). Redefining Professional Learning in Museum Education. Journal of Museum Education, 44(2), pp. 135-146

Chaffee, R & Gupta, P. (2018).  Accessing the elite figured worlds of science. Cultural Studies of Science Education. 13, pp. 797-805

Habig, B., Gupta, P., Levine, B., Adams, J. (2018) An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes. Research in Science Education. 50, Pp 1051-1074

Adams, J. & Gupta, P. (2017). Informal Science Institutions And Learning To Teach: An Examination Of Identity, Agency And Affordances. Journal of Research in Science Teaching. 54(1) pp 121-138

Book Chapters

Chaffee, R., Gupta, P., Jackson, T., Hammerness, K. (in press). Centering equity and access: An examination of a museum’s mentored research youth program. In B. Bevan & B. Ramon (Eds.), Making Museums More Equitable: Structural Constraints and Enduring Challenges Surfaced through Research and Practice Perspectives. Taylor and Francis.

Chaffee, R., Hammerness, K., Gupta, P., Anderson, K., Podkul, T. (in press). Re-examining Wenger’s

community of practice theoretical framework: Exploring youth learning in science research. In P. Patrick (Ed.), Applying Learning Theories in Research Outside the Classroom. Springer.

Gupta, P. & Correa, J. (2017). There is no “Off Button” to Explaining: Theorizing identity development in youth who work as floor facilitators. Book Chapter. In Patrick, P. (Ed) Preparing Informal Educators. Springer Publications