Senior Education Researcher, SRI Education
Patrik Lundh leads and conducts research in STEM education in pre-K-12 classrooms and informal learning settings. He conducts basic research on learning and instructional practices as well as design research to support the development of learning technologies and curricula. Drawing from his background in cultural anthropology, Lundh employs a range of qualitative methods in his focus on the social practices and socioemotional aspects of learning environments. He also leads large, mixed methods studies focused on the implementation of innovative curricula and technologies, studying the implications of research findings for systemic reforms and educational policies.
Prior to joining SRI, Lundh was a preschool teacher and adult language instructor.
Education
- Ph.D. in Anthropology, 2008, University of California, Santa Cruz
- Bachelor of Arts in Anthropology, 2000, San Francisco State University
Experience
- Preschool Teacher and Adult Language Instructor, 2005-2007, Scandinavian School in San Francisco
Current projects
- Studio STEM Evaluation (Leader)
- Mathematics Engagement Project (Staff)
- Afterschool Science Networks Study (Staff)
Past projects
- Girls Innovating with Technology as Entrepreneurial Environmental Engineers (InnovaTE3)
- Efficacy Study of Project Based Inquiry Science
- Domain Specific Assessment
- Computer Clubhouse Evaluation
Recent publications
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Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Fall 2020 Findings Memo
This Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) memo includes recommendations and findings from the observations, teacher interviews, student surveys, and student assessments in fall 2020.
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Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Summer 2022 Findings Memo
This memo includes initial efficacy study results of final year of the Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) study. It additionally includes implementation findings for this year of the study.
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Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Fall 2021 Findings Memo
This memo includes results of data collection from the second cohort of Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) teachers from classroom implementation of CPR2 in fall 2021 and builds on the spring 2021 memo.
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Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Spring 2021 Findings Memo
This memo includes results of data collection from classroom implementation of Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) content in spring 2021 (first cohort) and from Summer Institute 2021 (second cohort).
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Designing for Diversity Part 2- The Equity and Inclusion Framework for Curriculum Design
In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles).
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Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design?
This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.