Dr. Paul Numedahl joined BSCS as a Science Educator in spring 2008. He currently serves as Director of the BSCS Science Exchange. Prior to joining BSCS, Dr. Numedahl taught secondary school science in both urban and rural school districts and was a district level administrator. In addition, he has held both visiting professor and assistant professor positions in science education at the college level.

His post-secondary experience includes teaching both undergraduate and graduate level education courses and research in the field of science education. In addition to teaching and research, Dr. Numedahl has been involved with numerous externally funded professional development projects for elementary and secondary science teachers. His early work centered on secondary math and science teaching in rural school districts and involved the integration of math and science instruction via a problem-solving pedagogical model. He was also extensively involved in the NSF funded Science Teacher Enhancement for the Pikes Peak Region (STEP-uP) project. This eight-year initiative focused on science education reform in five urban school districts along Colorado’s Front Range.

Dr. Numedahl has developed and facilitated numerous professional development workshops and institutes across the United States. He was an Institute for Learning Fellow at the University of Pittsburgh where he served on the DL Science Team and provided professional development for teachers in large metropolitan school districts. This work focused on teaching science in an inquiry oriented manner at both the elementary and secondary levels. Most recently, Dr. Numedahl has worked on professional development projects that focused on building leadership capacity of teachers and administrators within a school district.

Dr. Numedahl has a broad range of scholarly interests that include the areas of teacher beliefs concerning science as a discipline and the teaching of science. Consequently, he has presented papers on teaching beliefs and conceptions at various national conferences including the Association of Science Teacher Educator (ASTE), Association of Teacher Educators (ATE), and the National Association of Research in Science Teaching (NARST). Secondary interests include effective instructional approaches that explicitly teach and infuse the nature of science into science curriculum and the influence such methods have on student perceptions of the scientific endeavor and content area understandings.

He holds degrees in Biology and Science Education from the University of Northern Iowa and University of Iowa, respectively.

Read Paul Numedahl's vitae.