Vanessa Peters, Ph.D., is an education researcher at SRI International’s Center for Technology in Learning. Her research focuses on how emergent uses of technology can create opportunities for teaching and learning, particularly in science. Peters applies an interdisciplinary lens to her research, and has extensive experience with design-based, qualitative, and mixed methods research approaches. In previous work, she has studied Web 2.0 technologies for science learning, scaffolding designs for supporting collaborative inquiry, and knowledge community and Inquiry in secondary science. At SRI, Peters is managing a longitudinal study funded by the National Science Foundation on the effectiveness of inclusive STEM high schools in North Carolina, Texas and Ohio. She is also the co-lead on an evaluation design for the iPad leadership initiative at the San Francisco United School District. Other project work involves the development of an NSF-funded indicator system for successful K-12 STEM education, and a technical review of postsecondary technology investments made by the Bill & Melinda Gates Foundation.
Prior to joining SRI, Peters worked as Project Manager for the Center for Essential Science at the University of Michigan, Ann Arbor, where she led an interdisciplinary climate change education research team. She completed a B.A. in Applied Linguistics from Brock University, and an M.A. and Ph.D. from the Ontario Institute for Studies in Education at the University of Toronto, working with Dr. Jim Slotta and the Encore Lab research team.