Cassie Quigley

Dr. Cassie Quigley is an Associate Professor of Science Education in the Department of Instruction of Learning at the School of Education at the University of Pittsburgh. She received her doctorate in Curriculum & Instruction at Indiana University in 2010. During her time as a high school biology and physics teacher, she often witnessed students who were disengaged from science. Because of this experience, her research focuses on broadening the ideas of and participation in science so that all students feel connected to science. Currently, she works with in-service teachers on expanding their current pedagogical practices to include equitable approaches. She teaches in the MAT and CASE program to certify elementary, middle, and high school students as well as teaching a variety of courses in graduate education programs.

School Affiliations

Recent Grants

Quigley, C.F.& Herro, D.H. (2019) Innovative Strategies for Equitable Participation in STEAM (ISTEPS). Social Science Research Initiative Fund. University of Pittsburgh's Office of the Senior Vice Chancellor for Research. $46,368. PI
Quigley, C.F. (2019) STEAM Education Endorsement: An Opportunity for Connected Learning for K-12 Educators. Provost's Personalized Education Grant. $14,999. PI.
Owens, A., Burke, Q., Quigley, C.F. & Herro, D. (2019) STEAM Studio Model for Innovation: Building Robust Learning Ecologies and Pathways in Computer Science. Pennsylvania Department of Education. PAsmart Advancing Computer Science and STEM Grant. $500,000.

Recent Publications

Quigley, C. F., & Herro, D. (2019). An Educator's Guide to STEAM: Engaging Students Using Real-World Problems. Teachers College Press. New York, NY
Quigley, C. F., Beeman-Cadwallader, N., & Carter, I. S. (2019). Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines. International Journal of Qualitative Studies in Education, 32(2), 167-187.
Herro, D., Quigley, C.F., Plank, H., Owens, A. (2020). Understanding Students' Peer Interactions During Making Activities Designed to Promote Computational Thinking. Journal of Education Research. Accepted.
Quigley, C.F., Herro, D., King, E., and Plank, H. (2020) STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science and Technology Education. In press.
Baker, A., Bennett, A., Herro, D. & Quigley, C. (2020). Elementary Student Perspectives of a STEAM-based Makerspace: Connections to Real-World Contexts. In . Gary H. Marks & . Denise Schmidt-Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1261-1265). Online: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2020 from
Quigley, C.F., Herro, D., Shekell, C., Cian, H., & Jacques, L (2019) Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms. International Journal of Science and Mathematics Education.
Cassie Quigley


University of Pittsburgh
5517 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260