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As a former science teacher, Dr. Shannon Navy’s work is influenced by impacting the lives of science teachers and students. Her K-12 science teaching and science teacher education experiences have occurred in various states including: North Carolina, Georgia, Virginia, Indiana, and Ohio. Dr. Navy’s research focuses on the continuum of teacher learning, including science teacher education, induction, and professional development. Within this space, she conducts research on the development of teacher resilience through the acquisition of quality resources, social media as a curriculum resource for teachers, and STEM integration and pedagogy in K-12 classrooms. Her work has been published in top research journals, such as the Journal of Research in Science Teaching, the Journal of Science Teacher Education, Studies in Science Education, and the International Journal of Science Education as well as practitioner-focused journals, including The Science Teacher and Science and Children. She has also co-edited a book, Newly Hired Teachers of Science: A Better Beginning. At Â鶹ÊÓƵ, Dr. Navy enjoys teaching science methods courses and graduate courses in science education and conducting research with graduate students.

Grants

• Principal Investigator (PI), Resources Accessed to Cultivate and Enhance Resilience (RACER). National Science Foundation, 2021-2025.
• Co-PI, Elementary 3D Printing for STEM. Martha Holden Jennings Foundation, 2021-2023. 
• PI, Women in STEM Mentoring Program: It is Never Too Late. Â鶹ÊÓƵ, 2019-2021.