Department of Energy
Office of Energy Efficiency and Renewable Energy, Energy Education and Workforce Development
Idaho, Middle school and high school physics
DaNel Hogan is currently working in Tucson, Arizona as the STEM Coordinator for the Pima County School Superintendent. Hogan taught physics at Kuna High School in Kuna, Idaho for five years prior to serving as an Einstein Fellow. Previous to that, she worked for a year at the Treasure Valley Mathematics and Science Center in Boise, Idaho and for three years at Catalina Foothills High School in Tucson, Arizona. She taught Conceptual, Advanced Placement and Concurrent College Credit Physics. Hogan also taught Physical Science and STEM Research and served as Science Department Chair for four years.
Hogan earned a Bachelor of Arts in Physics from Coe College in Cedar Rapids, Iowa and a Master of Arts in Teaching from Southern Oregon University. She received the Governor’s Industry Award for Notable Teaching in Science in 2010 and was runner-up for the Thomas O. Bell Prize for Excellence in Teaching in 2009. In 2010, Hogan was named a Claes Nobel Educator of Distinction.
Hogan started her Einstein Fellowship at the U.S. Department of Energy Office of Science – Workforce Development for Teachers and Scientists. She then transitioned to the Office of Energy Efficiency and Renewable Energy where she inherited the Energy Literacy Initiative from past Einstein Fellow Matthew Inman. The broad impact of the Energy Literacy Initiative is the reason Hogan stayed for a second year at the U.S. Department of Energy, serving as an Einstein Fellow from 2011-2013. Through her work on Energy Literacy, Hogan engaged hundreds of stakeholders through webinars, established memoranda of understanding between the federal agency and non-profit education partners, and managed the printing, distribution and promotion of the Energy Literacy Framework. The Energy Literacy Framework is a document outlining the Essential Principles and Fundamental Concepts one would know and understand in order to be energy literate. The intended audience is educators who are engaging learners from K-Gray and is meant to drive energy education toward interdisciplinary, systems-based instruction. Hogan collaborated with hundreds of educators from around the country to move their curricula and programs in that direction.
As an Einstein Fellow, Hogan learned about the serious need for policymakers to hear from experienced, professional educators. She also became keenly aware of the lack of focus on elementary science, technology, engineering and mathematics (STEM) education even though research indicates this is the most important time to hook students on STEM. Hogan is dedicated to bringing her voice and perspective to the STEM education discussions and to having an impact on increasing the involvement of both girls and underrepresented minorities in STEM activities and careers. The Einstein Fellowship gave Hogan time to develop her understanding of what she believes are the most important priorities within STEM education.
As an undergraduate physics student, Hogan did research on a variety of topics including glass material science, daguerreotype corrosion, supercritical methane behavior, and chemical vapor deposition of diamonds. This research led to a number of publications in refereed scientific journals including a first author paper. One of the Einstein Fellowship accomplishments, of which Hogan is most proud, is the research she completed with a team of Einstein Fellows during the NASA Microgravity eXperience program. The team ran experiments while flying on the Zero Gravity airplane to demystify convection and diffusion, which are often referenced incorrectly in textbooks. This work is published in The American Biology Teacher (August 2013) and is the first time Hogan has been published since her undergraduate research days.
Hogan is dedicated to positively impacting STEM education. She knows the importance of providing hands-on, inquiry, and project-based instruction and intends to focus on providing professional development for educators to broaden her reach. “There is a serious need to focus on the beginning, STEM at the elementary-level, in order to have the largest impact on STEM education. If we can provide professional development to bolster the confidence, background knowledge and STEM pedagogy of elementary school teachers, we can have a meaningful and measurable impact on the number of students choosing STEM careers.”