Emily Berman

Emily believes that equitable and effective instructional practices are essential to affirm and support students, and hopes that her work as an instructional designer with the TLTC enriches the experiences of both the instructors and the students at UMD.

Emily earned a B.A. both in Neuroscience and Psychology from Wesleyan University. While an undergraduate, Emily became passionate about equitable public education, so she continued her studies by earning an MAT in Secondary Science Education at Brown University. She is a 2015 Knowles Teacher Initiative Fellow, a 2017 Teach Plus Rhode Island Teaching Policy Fellow, and a 2021 Diversity Talks National Abolitionist Leaders Fellow.  For 9 years, she was a high school physics, biology, chemistry and engineering design teacher in Rhode Island, Illinois, and Virginia. Since leaving the classroom, Emily has worked with the Knowles Teacher Initiative as a curriculum designer, instructional designer, inquiry coach and facilitator.  Her work has focused on authentically integrating social justice into engineering practices in the secondary STEM classroom.  Emily is excited to draw from these experiences in her role at the TLTC to support instructors and students.

Emily is passionate about all things connected to STEM education, active learning, teaching as inquiry, anti-racist pedagogy and the engineering design process. You may want to book a consultation with her to talk about any of these areas.