Honors & Awards

  • STS Director's Award for Advancing Social Justice in Science, Technology and Medicine, Stanford Program in Science, Technology & Society (2024)
  • ESERA Summer School, European Science Education Research Association (ESERA) (2023)
  • Sandra K. Abell Institute for Doctoral Students (SKAIDS) Fellow, National Association for Research in Science Teaching (NARST) (2023)
  • The Shriram Family Fellowship, Stanford Graduate School of Education (2020)
  • Graduate Research Fellowship Program (GRFP), National Science Foundation (NSF) (2020)
  • Senior Fellow, Knowles Teacher Initiative (2016-present)
  • Teaching Fellow, Knowles Teacher Initiative (2011-2016)

Education & Certifications

  • M.A., University of California - Berkeley, Science Education (2012)
  • B.A., Stanford University, Human Biology (2005)

Contact

  • Academic
    University - Student Department: Graduate School of Education Position: Graduate
    University - Student Department: History Department Position: Graduate

Additional Info

All Publications

  • Tribally led planetary health education in southeast Alaska. The Lancet. Planetary health Roland, H. B., Kohlhoff, J., Lanphier, K., Yazzie, A., Kennedy, E. G., Hoysala, S., Whitehead, C., Sircar, M. L., Gribble, M. O. 2024; 8 (11): e951-e957

    Abstract

    Limited reporting of Indigenous-led planetary health education programmes has constrained efforts to expand planetary health education, in Indigenous communities and beyond, despite urgent need. Although incorporation of Indigenous knowledge and cultures cannot be standardised, showcasing successful programmes could reveal good practices and aid replicability. In this Personal View, we highlight how shellfish toxin education programmes, designed and organised by the Sitka Tribe of Alaska, reduce local environmental health risks and support youth in pathways towards careers in planetary health. We describe how programmes build awareness and understanding of the local environment, environmental and health risks, and context-appropriate adaptation strategies by centring Tlingit culture and using hands-on activities that integrate Tlingit culture with western science. Lesson plans and resources created by Sitka Tribe of Alaska staff for these programmes are available in the US National Institute for Environmental Health Sciences Partnerships for Environmental Public Health resources web database.

    View details for DOI 10.1016/S2542-5196(24)00250-X

    View details for PubMedID 39515354

  • 'The piece that we were looking for': teachers' collaborative curriculum design for equity-centred biology units INTERNATIONAL JOURNAL OF SCIENCE EDUCATION Sircar, M., Langton, T., Kagochi, T. 2024

    View details for DOI 10.1080/09500693.2024.2379057

    View details for Web of Science ID 001275346900001

  • Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM Education Sciences Sircar, M., Orr, S., Madis, C., DiMaria, S. 2024

    View details for DOI 10.3390/educsci14070793

  • A review of John Rudolph's Why We Teach Science (And Why We Should) (Book Review) SCIENCE EDUCATION Book Review Authored by: Sircar, M., Rudolph, J. L. 2023

    View details for DOI 10.1002/sce.21839

    View details for Web of Science ID 001079061400001

https://orcid.org/0009-0006-2408-2268