43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Amy Busey leads and contributes to a diverse array of initiatives that support teachers in ensuring students’ STEM proficiency and school, college, and career success. She brings significant experience in quantitative and qualitative research, strategic dissemination, and promotion of knowledge utilization. Her most recent work is deepening understanding of effective strategies to foster students’ data literacy and bridge STEM education research and practice.
As a member of EDC’s Oceans of Data Institute (ODI) team, Busey was a primary author of ODI’s Visualizing Oceans of Data report—a groundbreaking effort to provide guidelines to support interface and tool designers in bridging cyberinfrastructure to classrooms, enabling students to work with large, high-quality scientific datasets. She plays a key role in ODI’s Ocean Tracks project, which developed and tested powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data, and is currently engaged in related collaborative work with the Concord Consortium and the University of Minnesota on the CODAP (Common Online Data Analysis Platform).
Busey is also contributing to EDC’s R+P Collaboratory team’s efforts to identify, document, and disseminate ways that practitioners and researchers can work together effectively to enhance K–12 STEM education across formal and informal settings. Funded by the National Science Foundation (NSF), this collaborative research/strategic dissemination work engages EDC in a partnership with the Auburn, Maine School Department to improve students’ math learning through integration of interactive mobile technologies. (Read her blog post based on this work.)
Her work to bridge STEM education research and practice in the R+P Collaboratory is one of several NSF-related dissemination efforts she has advanced. For CADRE (Community for Advancing Discovery Research in Education), she provided online and print communications and networking facilitation support that helped NSF Discovery Research K–12 grantees make their findings and products accessible and usable. For NSF’s and EDC’s collaborative work to disseminate findings from the National Research Council’s report Successful K–12 STEM Education, she contributed to substantive and logistical planning of a series of STEM Smart events.
Busey is the lead author of the article “Harvesting a Sea of Data” published in the Summer 2015 issue of The Science Teacher. She has co-authored many other articles, briefs, and reports including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics (2015); A Targeted Study of Gaming and Simulation Projects in DRK–12 (2014); and Toward Sustainability: Cases and Cross-Case Analysis of the Strategies of MSP Project Leaders to Sustain their Teacher Leader Programs (2010).
Before joining EDC, Busey was involved in research efforts around Kindergarten readiness and infant cognitive development, implemented afterschool technology programs in middle schools, and worked to raise awareness around a variety of education issues.
Busey holds a BS in Psychology from the University of North Carolina at Chapel Hill and an EdM in Mind, Brain, and Education from the Harvard Graduate School of Education.