Faculty

Jhumki Basu

Assistant Professor of Science Education

Jhumki Basu

Phone: 212 998 5022
Email:

Sreyashi Jhumki Basu studies youth agency and democratic practice in science education. She conducts research on access and equity for urban minority youth in science. She is also involved in projects examining the pedagogical philosophies and toolkits of first-year physics graduate teaching assistants and in developing support structures to help under-represented undergraduates succeed in physics. Jhumki has taught physics, biology, and mathematics at schools in California and New York City. Recently she was on the founding staff of the School for Democracy and Leadership in Brooklyn, New York, where she also served as acting assistant principal, science department chair, and mentor for new teachers.


Degrees Held

  • PhD, MS, MA Teachers College, Columbia University 2006
    Science Education
  • BA Stanford University 1998
    Human Biology
  • Permanent NY State Credentials in Biology, Chemistry & Physics 2003

Awards

  • 2007 : American Educational Research Association. 2007 Division K Outstanding Doctoral Dissertation Award
  • 2001 : Magsaysay-Boxley Scholarship – full funding for MA/MS coursework
  • 1998 : Stanford University Phi Beta, Kappa, Dean’s Award for Academic Achievement, Sandy Dornbusch Award for Excellence in Research, Carol Guyer Award in Children and Society, Strauss Scholarship for Public Service

Publications

  • Basu, S.J. & Calabrese Barton, A. (2007). “How do urban minority youth develop a sustained interest in science?” Journal of Research in Science Teaching. 44(3): 466-487
  • Basu, S.J. & Calabrese Barton, A. (2006) Physics as a Context and Tool for Transforming Identity. Change Agents in Science Education. Hagiwara, S. & Dhingra, K., eds. Sense Publishers.
  • Basu, S.J. (2008). Powerful Learners and Critical Agents: The Goals of Five Urban Caribbean Youth in a Conceptual Physics Classroom. Science Education, 92(2), 252-277.
  • Basu, S.J. (2008, in press). How Students Design and Enact Physics Lessons: Five Immigrant Caribbean Youth and the Cultivation of Student Voice. Journal of Research in Science Teaching, 45(8).
  • Milne, C., Kirch, S., Basu, S.J., Leou, M. & Fraser-Abder, P. (2008). Understanding Conceptual Change: Connecting and Questioning. Cultural Studies in Science Education. (online publication Feb 2008).
  • Basu, S.J., Calabrese Barton, A., Locke, D. and Clairmont, N. Developing a framework for critical physics agency through case study. Accepted in Cultural Studies in Science Education. (Jan 2008). 46 pages.
  • Basu, S.J. (2008, in press). Empowering communities of research and practice by conducting research for change and including participant voice in reflection on research. Cultural Studies in Science Education.
  • Basu, S.J, How Science Teachers and Students Interpret Literature on Democratic Pedagogy Based on Identity, Classroom Context and School Culture. Intent to submit to Equity and Excellence in Teaching. (Intended submission: August 2008). 35 pages.
  • Basu, S.J. & Mincer, A. The pedagogical philosophies and toolkits of first-year physics graduate students instructing undergraduate recitation sections. Intent to submit to Journal of Science Teacher Education. (Intended submission: July 2008). 25 pages.

Courses

E14.1039/E14.2039: "Methods 1: Teaching Science in Middle/High Schools." Co-taught with Jason Blonstein. Students are pre-service and in-service science teachers. Course focuses on tools and philosophies of teaching science, with attention to assessment, classroom interactions, differentiation and multiple intelligences, and reflective practice. E14.1040/E14.2040: "Methods 2: Teaching Science in Middle/High Schools." Co-taught with Dr. Verneda Johnson. Students are pre-service and in-service science teachers. Course focuses on backwards planning, aligning assessment and with content/skills and standards, differentiation and inclusion, democratic practice and student voice, social justice in science, parent involvement in science class (culminating in a Family Science Night at a local urban school), unit planning, and classroom management. E14.2015: “Recent Advances in Physics.” Spring 2007. Course focuses on helping pre- and in-service teachers build cutting-edge physics content and a discussion of science inquiry and nature of science issues into their science classrooms. Course features workshops by leading physicists from NYU.