Laura N. Rogers, Ph.D.

Meet Laura

I am a licensed teacher, science educator, and learning enthusiast. I design learning experiences, curriculum modules, and professional development that honor students’ unique learning experiences, interests, and existing cognitive strategies. I have actively investigated my students’ thinking, interests, and academic performance as they relate to the topics of instruction. These investigations and results have been published as peer-reviewed journal articles and other formats, including graduate online course content and professional development programs for K-12 and University Instructors. 

My secondary teaching experience includes 15 years in 4 public schools as classroom teacher of required science courses. I have also taught science education, psychology, biology, interdisciplinary sciences, supervision of teacher interns, and research courses, both online and in person, for 4 higher education institutions. My work as Assistant and Associate Professor included developing a Masters program, leading the university curriculum committee and the web course development team.

As a high school science teacher before, during, and after the pandemic, I saw first-hand the impact on my students’ and colleagues’ mental health. I became certified in a mental health first aid program available at my school. With over  80 hours of psychology in my degree programs and a lifetime of my own therapy and energy work, I prioritized staying connected with my students during remote learning. Matching online learning tools to the purpose of selected in-person activities allowed me to continue to listen/read their thinking, challenge their knowledge, and provoke them to engage in meaningful learning activities. 

I currently work as an inquiry and curriculum specialist serving parents of students who are homeschooled or struggling with traditional school environments. I created this role as a response to my students’ struggles in returning to school with social anxiety, neurodivergent thinking, and reshaped priorities developed during pandemic life. My approach is to personalize the learning activities to meet the students’ current cognitive framework, foreground the students’ personal interests among the required curriculum content, and promote self-assessment with evidence of learning created by the student. I believe that each of us must feel safe, valued, and able to document our own successes as we go forth in life.